LESSON PLAN

RUFO C. PAJES SR. CENTRAL

School SCHOOL Grade Level IV
Teacher ANTERO D. ALONZO Learning Area MATH

Teaching Dates & Time Quarter 2

I. OBJECTIVES

A. Content Standards The student should be able to:

 Students will be able to identify and define multiples and factors of a given number up to 100.

B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC Code for each)
II. CONTENT
 Students will demonstrate understanding by correctly identifying multiples and factors in various practice exercises
and problem-solving tasks
 At the end of the lesson student should be able to define multiples and factors of a given number and identify
multiples and factors up to 100

EXPLORE ON OPPORTUNITIES FOR DRESSMAKING & TAILORING

III. LEARNING RESOURCES
A. References  https://www.splashlearn.com/math-vocabulary/multiplication/factor#:~:text=Thus%2C%20to%20find%20all
%20the,given%20number%20as%20a%20product.&text=As%20a%20result%2C%20the%20factors,%2C%202%2C
%204%2C%208.&text=The%20factors%20of%2018%20are,6%2C%209%2C%20and%2018.&text=We%20can
%20find%20the%20factors,number%20by%20all%20possible%20divisors.
 1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
 Laptop
 Power Point Presentation (PPT)
 Whiteboard or flipchart
 Markers
Teacher’s Activity Student’s Activity
Do you have any idea or do you ever heard what is multiples and factors. “Yes Sir”
Understand and identify multiples and factors of a given number up to
100
 Say that multiples are numbers that can be divided evenly by another (Class listen carefully)
number number, while factors are numbers that divide evenly into
another
 show real-life examples where knowledge of multiples and factors is
useful, such as , counting money, or finding
common denominators
The teacher Write the terms "multiples" and "factors" on the whiteboard
(Student listen carefully to the
The teacher Discuss the difference between the two concepts, emphasizing discussion of the teacher)
that multiples are larger than the given number, while factors are smaller.
The teacher Write down a few multiples and factors for a specific number
(e.g., multiples of 5: 5, 10, 15, 20; factors of 10: 1, 2, 5, 10) to illustrate the
 concept.

.
D. Discussing new concepts and (The teacher will proceed to the next lesson)
practicing new skills #1 (Class listening)
Identifying Multiples

The teacher Distribute number cards (1-100) to each student.

Call out a number, such as 7, and ask students to identify the multiples of 7 The student give all the multiples of 7
up to 100. up to 100

- Encourage students to write down the multiples on their paper or notebook Students write down the multiples on
their paper or notebook
- Repeat the process for a few more numbers, gradually increasing the level
of difficulty

Identifying Factors

The teacher will group the student in to 4

Assign each group a different number (between 1 and 100) and ask them to
list all the factors of that number. Each group will give all the factors of
a given number that the teacher
Have the groups share their findings with the class and discuss any similarities assigned to theme
or patterns they notice.
The other students give their findings
Gradually increase the complexity of the numbers as the students become while other didn’t.
more comfortable in identifying factors.

E. Developing Mastery (Leads to Practice Exercises

Formative Assessment 3)
The teacher will group the students in to 4 groups that can work on practice Student group in to 4 groups
exercises to solidify their understanding.

 Distribute worksheets with a variety of numbers (up to 100) and ask

Each group of student will answer the
students to determine the multiples and factors for each number.
given variety of numbers(up to 100) in
each group

F. Finding practical application of
concepts and skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
 Monitor their progress and provide support as needed
When you are planning a birthday party the teacher discus to the student The students listen carefully and build
an idea in to their mind
how useful multiple and factors is. On how to determine the number of
guests they can invite base on the seating capacity of a venue which
involves identifying factors. And how to calculate the number of cupcakes
needed using multiples
Recap the key points learned about multiples and factors.
”Student should be able to share their
 Allow students to share any interesting observations or patterns they learning from the lesson”
discovered during the lesson.
“All students will participate to the
 If time allows, play a quick game to reinforce the concepts, such as game”
"Multiples and Factors Bingo" using number cards.
Assessment:
(Answer)
Activity I: Identify the multiples of the following number inside the
box.
1. 7 1, 5, 6, 7, 9, 10, 12, 14, 21 7, 14, 21
2. 9 1, 6, 8, 9, 12, 18, 21, 24, 27 9, 18, 27
 3. 10 1, 9, 10, , 15, 16, 20, 25, 29 10, 20

4. 25 1, 10, 12, 15, 25, 50, 60, 75 25, 50, 75

5. 48 1, 2, 4, 6, 8, 12, 15, 24, 48 48,

Activity II: Select the factors of the following numbers

1. 9 1, 3, 4, 9, 15, 18, 20, 27 1, 3, 9

2. 20 1, 2, 4, 5, 10, 20, 40, 60

1, 2, 4, 5, 10, 20

3. 30 1, 2, 3, 5, 6, 10, 15, 30 1, 2, 3, 5, 6, 10, 15, 30

4. 45 1, 3, 5, 9, 15, 20, 35, 45 1, 3, 5, 9, 15, 45

5. 64 1, 2, 5, 8, 10, 15, 32, 64 1, 2, 8, 32, 64

I. Additional activities for Assignment: Answer:

application or remediation
Write the factors of each given number:
 1. what are the factors of 20 1. 1, 2, 5, 10, 20
2. what are the factors of 25 2. 1, 5, 25
3. what are the factors of 9 3. 1, 3, 9
4. what are the factors of 7 4. 1, 7
5. what are the factors of 21 5. 1, 3, 7, 21
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

ANTERO D. ALONZO
BEED 4A

Noted:
MARK ANTHONY D. HUELVA
RESOURCE TEACHER