Lesson Guide

In
Elementary Mathematics
Grade 6
Chapter II
Rational Numbers
Number Theory and Fractions

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
Lesson Guides in Elementary Mathematics
Grade VI
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee

GRADE 6
Region 3 Ateneo de Manila University
Dolores A. Umbina – Olongapo City Girlie N. Salvador
Zenaida P. Gomez – Pampanga
Teresita T. Tungol – Pampanga Support Staff
Region 4-A Ferdinand S. Bergado
Margarita Rosales – Lucena City Ma. Cristina C. Capellan
Segundina B. Gualberto – Batangas Emilene Judith S. Sison
Estelita Araullo – Rizal Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
National Capital Region (NCR) Myrna D. Latoza
Teresita L. Licardo – Quezon City Eric S. de Guia – Illustrator
Lilia T. Santos – Quezon City
Eleanor Interia – Quezon City Consultants
Elfrida V. Marquez – Manila
Victoria C. Tafalla – Valenzuela Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Carmela C. Oracion – Ateneo de Manila
University
Rogelio O. Doñes Pacita E. Hosaka – Ateneo de Manila
Robesa Hilario University

Project Management
Yolanda S. Quijano – Director IV
Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles – OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus – Secretary, Department of Education
Jesus G. Galvan – Undersecretary for Finance and Administration
Vilma L. Labrador – OIC, Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects
Printed By:

ISBN – 971-92775-5-6
 TABLE OF CONTENTS

Introduction ........................................................................................................................iv
Matrix ..............................................................................................................................v

II. RATIONAL NUMBERS

E. Number Theory and Fractions

Generalizing when a Number is Divisible by Another Number ................................... 1
Prime and Composite Numbers .............................................................................. 5
Prime Factorization ................................................................................................ 8
Greatest Common Factor (GCF) ............................................................................. 12
Least Common Multiple (LCM) ............................................................................... 15

iii
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in
coordination with the Ateneo de Manila University. These resource materials
have been purposely prepared to help improve the mathematics instruction in
the elementary grades. These provide integration of values and life skills using
different teaching strategies for an interactive teaching/learning process.
Multiple intelligences techniques like games, puzzles, songs, etc. are also
integrated in each lesson; hence, learning Mathematics becomes fun and
enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be
used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade VI

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCES With HOTS

TECHNIQUES

II. Rational Numbers

E. Comprehension of Number Theory
and Fractions

1. Comprehension of number theory and

Concepts
1.1 Generalize when a number is Sportsmanship Use of tables Puzzles, Group work
divisible by another number - Hands-on activities
divisibility rules

1.2 Identify prime and composite Sportsmanship Concept development Games, group work
numbers Use of diagram/tables Manipulations

1.3 Enumerate factors and multiples Sportsmanship

of given numbers

1.4 Lists the prime factors of given Sportsmanship

numbers

1.5 Write the prime factorization of Helpfulness Guess and check

a given number Writing an equation

1.6 Determine the greatest common Teamwork Guess and check

factor (GCF) of 2 or more numbers Orderliness Listing, Diagram
Appreciation of one's work Use of formula Puzzle
1.7 Determine the least common Decomposition method
multiple (LCM) of 2 or more numbers Confidence Use of dialogue Puzzle, Whole class activity
Drawing

v
Generalizing When a Number is Divisible by Another Number
I. Learning Objectives
Cognitive: Determine when a number is divisible by another number
Psychomotor: Give the factors of a number
Affective: Be a good sport in any competition
II. Learning Concepts
Skills: Determine when a number is divisible by another number
Reference: BEC PELC II.F.1.1
Materials: activity cards
Value: Sportsmanship
III. Learning Experiences
A. Preparatory Activities
1. Drill
Skip counting by 2, 3, 4, and 6.
2. Review
Do this activity: “Fill Me Up”
Directions: a) Divide the class into 4 groups.
b) Each group will be given a window card to be answered by
the members.
c) The first group to finish with all correct answers wins.
Card A
12 6 8 4
24 2
48 6
72
96 24
Card B
4 12 8 6
24 4
48 4
72
96 12
Card C
8 4 6 12
72 18
96
24 4
48 6

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 Card D
8 4 6 12
72 12
96
24 6
48 4
3. Motivation
Ask the pupils if they want to learn some ways of getting quotients more easily.
B. Developmental Activities
1. Presentation
Activity I – “Let’s Explore”
1. Study the following equations.
2 x 8 = 16 16 2 = 8 16 8 = 2
2. Ask:
a. What are the factors of 16?
2 and 8
b. Can 16 be divided exactly by 2? by 8?
3. Ask:
a. What can you say about 16?
16 is divisible by 2 and 8
When is a number divisible by another number?
A number is divisible by another number if it can be divided exactly by the
second number.
4. Have some examples to explore.
a. 44 88 220 38 772
1) What number can divide exactly the numbers above?
Answer: 2
2) What kind of numbers are in the one’s digit?
Answer: even
RULE 1: A number is divisible by 2 if the digit in the ones place is even.
b. 18, 1 + 8 = 9 9 is a multiple of 3.
87, 8 + 7 = 15 15 is a multiple of 3

1) Ask, what is the sum of the digits?

Answer: 9, 15
2) Are they multiples of 3?
Answer: yes
RULE 2: A number is divisible by 3, if the sum of its digits is a multiple of 3.
c. 124 24 is divisible by 4
1132 32 is divisible by 4

1) What are the last 2 digits of 124?

Answer: 24
2) What are the last 2 digits of 1 132?
Answer: 32

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 3) Are 24 and 32 divisible by 4?
Answer: yes
RULE 3: A number is divisible by 4 if the number formed by the last 2 digits is
divisible by 4.
d. 165 2 220 155 3 000
1

1) What is the ones digit of

165 Answer: 5
2220 Answer: 0
155 Answer: 5
3000 Answer: 0
RULE 4: A number is divisible by 5 if the ones digit is 0 or 5.
e. 2 000 10 200
7 000 10 700
65 200 10 6500

1) What is the ones digit?

Answer: 0
RULE 5: A number is divisible by 10 if the ones digit is 0.
f. 738, 7 + 3 + 8 = 18 18 9 = 2
1422 1 + 4 + 2+ 2= 9 9 9=1
1) For each of the numbers above, what is the sum of the digits?
RULE 6: A number is divisible by 9 if the sum of its digits is divisible by 9.
Activity 2 – Working by Stations
1. Divide the class into 3 groups.
2. Assign each group to one corner/station where several (12-16) numbers are
posted, together with a set of questions to be answered by the group.
Station I
1. Give 4 pairs of numbers from those posted so that in each pair, one number is
divisible by the other. How did you check whether a number is divisible by
another?
2. List down all the numbers divisible by 2 from your board. What do you notice
about the ones digit of these numbers? Can you state a rule for finding out if a
number is divisible by 2 or not?
3. List down all the numbers divisible by 3. Add the digits of the numbers which are
divisible by 3. Do you notice anything in common about the sum of the digits?
Can you state a rule for determining if a number is divisible by 3?
Station II
1. Same as question #1 for Station I.
2. List down all the numbers divisible by 5. Will you know if a number is divisible by
5 without doing any division? How? (Look at the ones digit.) State your
observation as a rule.
3. List down all the numbers divisible by 4. Create a new list from your original list
by writing down all the numbers formed by the last digits of the numbers divisible
by 4. What can you say about the numbers in your new list? Are they also
divisible by 4? Can you state a rule for finding out if a number is divisible by 4?

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 Station III
1. Same as #1 for Stations I and II.
2. List down all numbers which are divisible by 10. How do you know that a number
is divisible by 10? State this as a rule.
3. List down all numbers which are divisible by 9. For each number divisible by 9,
get the sum of the digits. Do you notice anything in common among the sums of
the digits? State your observations as a rule.
Each group then makes a report of their findings and the rules they have formulated.
The class summarizes all the rules.
Activity 3 – Raffle Draw
1. Divide the class into 4 groups.
2. Have each member of the group try their luck in the raffle draw from the magic
box.
3. Each raffle has a question which the pupils have to answer to gain points.
Sample questions
1. What are the factors of 48?
2. What is the sum of the digits of 369. Can you divide it by 9? Can you divide
the number by 9?
3. What is the sum of the digits of 2 079. Is it a multiple of 9? How about the
number itself?
4. What is the ones digit of the following?
95 40
105 3 450
3045 780
925 1 540
Can you divide these numbers by 5 exactly?
Are these numbers divisible by 5?
5. What is the ones digit of the following?
3 450
740
380
13 400
Can you divide these numbers by 10 exactly?
Are these numbers divisible by 10?
6. What are the numbers formed by the last 2 digits of the following?
526 397
Can you divide the last 2 digits by 6? How about the original numbers?
Remark: Aside from dividing directly, can you think of a way of checking if a
number is divisible by 6? (Check if it is divisible by 2 and 3)
2. Fixing Skills
Relay: Test for the divisibility of the following numbers. Put a check on the
proper column.
2 3 4 5 6 7 8 9 10
1 840
2 144
3 184
4 4 828
5 4 000
6 126
7 7 545
8 800
9 315
10 5 114

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 3. Generalization
How do you determine that a number is divisible by a certain number? Are the rules
formulated true to all numbers?

IV. Evaluation
Formative Test: List the numbers that divide the following:
1) 36 4) 225
2) 150 5) 1260
3) 187

V. Assignment
Determine the divisibility of the following numbers by 2,3,4,5,9,10
1) 754 4) 27
2) 485 5) 342
3) 350

Prime and Composite Numbers

I. Learning Objectives
Cognitive: Identify prime and composite numbers
Psychomotor: List the factors and multiples of given numbers
Affective: Be kind to animals
II. Learning Content
Skill: Identifying prime and composite numbers
Reference: BEC PELC II.F.1.2
Materials: chart, flash cards, number cards 1-100, small squares, hundred chart,
crayon
Value: Kindness to animals
III. Learning Experiences
A. Preparatory Activities
1. Opening Song: Rap on multiples or counting by 2s, 3s, 5s, and 7s
Mental Computation: Drill on giving all the possible factors of a number

Strategy 1 – Name the Baby

Materials: flash cards with 2-digit numbers
Mechanics:
1) Form 4 groups.
2) The teacher flashes a card.
3) The groups of pupils are given 1 minute to divide.

5
 4) Each member of the group goes to the board simultaneously and writes the
answers.
5) The teacher checks the answers.
6) The group having the most number of correct answers wins.
2. Review: Even or Odd Numbers
Let’s pick flowers
1) Pick a flower from the garden.
2) Read the number aloud and tell if it is even or odd.
3) Place the number in the basket provided for.
3. Motivation
Ask pupils if they have been to the zoo.
Let them tell their experiences of going to the zoo.
Let them also tell what they commonly see in the zoo.
Elicit from the pupils what should be done to preserve the animals in the zoo.
B. Developmental Activities
1. Presentation
a. Activity 1
1) Present this chart.
Animals Found at the Zoo Number
Tiger 17
Lion 4
Rabbit 12
Birds 23
Monkey 3
Snakes 18
Giraffe 9
Ostrich 19
Elephant 5
Boar 8
2) Have the pupils give the factors for each number of animals.
e.g. tiger 17 = 1 x 17
lion 4 = 1 x 4; 2 x 2
rabbit 12 = 1 x 12; 6 x 2; 3 x 4
birds 23 = 1 x 23
monkey 3=1x3
snakes 18 = 1 x 18; 9 x 2; 6 x 3
giraffe 9 = 1 x 9; 3 x 3
ostrich 19 = 1 x 19
elephant 5=1x5
boar 8 = 1 x 8; 4 x 2
3) Let them identify the numbers that have one and the number itself as factors.
4) Let them also identify the numbers that have more than 2 factors.
5) Let them tell that numbers with one and the number itself as the only factors
are prime numbers, while those with more than 2 factors are composite
numbers.
b. Activity 2
1) Divide the group into two.
2) Use the basket of even and odd numbers.
3) List down the factors of the numbers in each basket.

6
 4) Report to the class the factors of each number and tell how many
composite/prime numbers their group has.
Group I Group II
33 = 3 x 11; 1 x 33 8 = 2 x 4; 8 x 1
5=5x1 12 = 6 x 2; 4 x 3; 12 x 1
29 = 29 x 1 26 = 2 x 13; 26 x 1
19 = 19 x 1 2=2x1
15 = 3 x 5; 15 x 1 32 = 4 x 8; 32 x 1
How many prime: 3 How many prime: 1
How many composite: 2 How many composite: 4
5) Report to the class the factors of each number and tell how many
composite/prime numbers their group has.
c. Activity 3
1) Group the class into 5.
2) Play “Bingo.”
a) Each group has one card each.
b) The leader of the group will draw a number from the shaker.
c) Members take turns in marking the number on their card.
d) Make a list of 20 numbers drawn by the leader.
e) Find the factors of the numbers listed.
f) Report to class, those numbers with one and itself as factors; those with
more than 2 factors.
g) Lead the pupils to know that numbers with one and itself as factors are
prime numbers; those with more than 2 factors are composite numbers.
d. Activity 4 – Using the Sieve of Erastosthenes
1) Let the pairs of pupils use their hundred chart and allow them to color all
numbers divisible by or multiples of
a) 2 except 2 with orange
b) 3 except 3 with yellow
c) 5 except 5 with blue
d) 7 except 7 with green
2) Ask them to encircle the colored numbers.
3) Let them name the colored numbers, give all the factors and have them tell
the name that can be given to these numbers.
2. Fixing Skills
Give the factors of the number. Then write prime if the number is a prime number
and write composite if it is a composite number.
Factors
_______ 1) 27
_______ 2) 37
_______ 3) 49
_______ 4) 53
_______ 5) 60
3. Generalization
What are prime numbers? composite numbers?
A. Application
Do as directed.
1. An 8 unit by 8 unit square board of a certain game has 64 square units.
a) Draw figures showing different ways that 64 squares could be arranged.

7
 b) Classify 64 as prime or composite.
2. Mr. Lamoste has two newly arrived books stacked in equal piles. Complete the table.
Number of Ways the Prime or
Number of Books Books Can Be Stacked in Name the Ways Composite Why
Equal Piles
a) 71
b) 91

IV. Evaluation
Write P if the number is prime and C if it is a composite number.
_____ 1) 72 _____ 6) 71 _____ 11) 144
_____ 2) 14 _____ 7) 57 _____ 12) 414
_____ 3) 27 _____ 8) 36 _____ 13) 629
_____ 4) 18 _____ 9) 81 _____ 14) 1749
_____ 5) 68 _____ 10) 111 _____ 15) 1679
V. Assignment
1. Find the prime number in:
Number Least Greatest
a) 1-digit
b) 2-digit
c) 3-digit
d) 4-digit

2. Find the composite number in:

Number Least Greatest
a) 1-digit
b) 2-digit
c) 3-digit
d) 4-digit
3. Find the prime number:
A B C
Between Less Than Greater Than 6 But Less
Than 97
63 and 73 17

Prime Factorization
I. Learning Objectives
Cognitive: Write the prime factorization of a given number
Psychomotor: Show prime factorization using the factor tree
Affective: Help one another perform a task
II. Learning Concepts
Skills: Prime factorization of a given number
Reference: BEC PELC II.F.1.5
Materials: chart, card
Value: Helpfulness
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III. Learning Experiences
A. Preparatory Activities

1. Mental Computation
“Guessing Game”
Play guessing game by guessing the answer to the following:
a) I am more than 10 but less than 15, one of my factors is 7. Who am I?
b) I am 25, what are my prime factors?
c) The largest composite number between 10 and 20 is my sister’s age. How old is
she?
d) I am more than 25 but less than 35, one of my factors is 5. Who am I?
e) The smallest prime number between 20 and 30 is the date of my birthday. What
is my birth date?
f) I am 36, what are my numbers?
2. Review
Check up of assignment.
3. Motivation
Ask pupils if they have heard the term “prime factorization” of numbers. Let them
make inferences as to what it means.
B. Developmental Activities
1. Presentation
Present the lesson through this activity:
a. Problem opener
Mary Jane has 24 guavas and 36 mangoes. She wants to put them in a
basket so that each basket will hold a certain number of guavas and mangoes.
She wants to find out the possible number of each fruit that can be put in each
basket, and how many baskets will be used.
b. Let them answer the following:
What does Mary Jane have?
What does she want to do with the fruits?
How many guavas does she have? How many mangoes does she have?
c. Ask the pupils to find the factors of 36 and 24
36 = 1 x 36 24 = 1 x 24
2 x 18 2 x 12
3 x 12 3x8
4x9 4x6
6x6
Remark that in each of the factorization above, one factor may be prime but the
other is composite. Are there any prime factorization above? How do we get the
prime factorization of 36 and 24?
d. Show the class a factor tree. Have them infer why it is called a factor tree. Why
factor? Why tree?
36 24
6 6 3 8
2 3 2 3 3 2 4
3 2 2 2

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e. Lead the class to discover that 2 x 3 x 2 x 3 is the prime factorization of 36 and 3
x 2 x 2 x 2 is the prime factorization of 24.
Activity I
1) Group the class into 4.
2) Let them play – Guess N Test.
3) Each group will be given a pair of numbers.
Example: Group I II III IV
48 81 35 12
72 56 42 40
4) Express each as a product of two numbers.
5) Try getting the prime factors using the factor tree.
Group I
48 72
8 6 9 8
4 23 2 3 32 4
2 2 23 2 3 32 2 2
Group II
81 56
9 9 8 7
3 3 3 3 4 2 7

2 2
Group III
12 40
6 2 8 5
3 2 2 4 2 5
2 2 2 5
Activity II
Elmark knows that every number has factors, be it prime or composite. He wants
to find out the prime factors of 16.
1) Use the factor tree to help Elmark.
16
4 4
2 22 2
2) Show the students another way of getting the prime factors of a number by
repeated division.

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 2 16
2 8
2 4
2
2x2x 2x2
The prime factors of 16 are 2 x 2 x 2 x 2.
3) Study another sample. Ask the students to work in pairs. One gets the prime
factorization by using the factor tree, the other by repeated division.

24 2 24
2 12
3 8 2 6
3
3 4 2 3x 2x2x 2
32 2 2
So, 3 x 2 x 2 x 2 is the prime factorization of 24.
4) Let them answer the following:
a) What is Elmark’s problem?
b) Why is it important to help somebody in need? Why?
c) What are the factors of 16? of 24? Are they prime factors?
Ask the pupils to express 60 as a product of two numbers, 60 = 6 x 10, 60 = 3 x
20. Beginning with these, ask them to construct two factor trees.

60 60
6 10 3 20
2 32 5 4 5
2 2
60 = 2 x 3 x 2 x 5 60 = 3 x 2 x 2 x 5
Note that even if we started with different factorizations and we got different
orderings of the prime factors in the end, we got the same set of prime factors.
Any number will have only one prime factorization even if we disregard the order
of the factors.
2. Practice Exercise
Write true if the prime factors of the given number is correct and false if it is wrong.
1) 24 = 2 x 2 x 2 x 3 4) 76 = 2 x 2 x 19
2) 18 = 2 x 3 x 2 5) 35 = 5 x 7
3) 81 = 3 x 3 x 3 x 3
3. Generalization
A number, be it a prime or composite, will have prime factors. The process to get the
prime factors of a certain number is called prime factorization.

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IV. Evaluation
Write the letter of the correct prime factors of each number.
1) 16 = a) 2 x 2 x 3 b) 2 x 2 x 2 x 2 c) 2 x 4 x 2
2) 27 = a) 3 x 3 x 3 b) 2 x 3 x 3 c) 4 x 3 x 3
3) 48 = a) 2 x 2 x 2 x 2 b) 3 x 2 x 3 x 2 c) 2 x 3 x 2 x 2 x 2
4) 56 = a) 7 x 2 x 2 x 2 b) 5 x 2 x 2 x 2 c) 3 x 2 x 2 x 2
5) 64 = a) 2 x 4 x 2 x 4 b) 2 x 3 x 2 x 3 c) 2 x 2 x 2 x 2 x 2 x 2
V. Assignment
Give the prime factorization of:
1) 30 = 3) 42 = 5) 54 =
2) 56 = 4) 72 =

Greatest Common Factor (GCF)

I. Learning Objectives
Cognitive: Determine the greatest common factor (GCF) of 2 or more numbers
Psychomotor: Write the greatest common factors of given numbers
Affective: Appreciate the unity and cooperation of the parents and the teachers in a
school
II. Learning Concepts
Skills: Determining the GCF of 2 or more numbers
Reference: BEC PELC II.F.1.6
Materials: fish cut outs, improvised aquarium and fishing rod, snakes and ladder
boards, number cards
Value: Teamwork
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation: Drill on Identifying Prime and Composite Numbers
Strategy: Fishing
Materials: fish cut outs, improvised aquarium and fishing rod
Mechanics: A pupil will be asked to catch a fish which has a number pasted on it.
The child identifies if the number is prime or composite.
2. Review: Factorization
Strategy: Snakes and Ladders
Materials: a modified snakes and ladders board, 4 markers, number cards
Mechanics:
1) The class will be divided into groups of 4.
2) Each group will be given the materials.
3) The first player will get a card from the number cards piled face down. He finds
the factors of the number.
4) The number of factors corresponds to the number of steps he moves on the
board.

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 3. Motivation
Three different kinds of candies are to be put into candy bags. A bag should
contain all three kinds of candies of different amount. There are 180 white rabbits,
240 butter balls, and 300 snow bears. All the bags should contain equal amount of
the 3 kinds of candies. How many candy bags could be filled? How many candies
will there be in each bag? How many white rabbits, snow bears, and butter balls?
Can you think of a way of getting the answer to this problem? (Maybe the pupils
will begin by making guesses.) Let us analyze the problem. Since there should be no
candies left over, the number of candy bags must divide evenly the number of
candies. This means that the number of candy bags must be a factor of 180, 240,
and 300. Let us work with simpler numbers first.
B. Developmental Activities
1. Presentation
Present the lesson through this activity:
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and give its
factors. Another pupil will be asked to give another number with its factors. The
factors are listed.
Example: 1. 18 – 1, 2, 3, 6, 9, 18
27 – 1, 3, 9, 27
2. Ask the pupils what the greatest factor common to 18 and 27
is. (The answer is 9.)
3. Do another example
24 – 1, 2, 3, 4, 6, 8, 12, 24
16 – 1, 2, 4, 8, 16
Say that this method for finding the GCF of 2 numbers is called the listing
method.
b. Prime Factorization
Remind the class of what prime numbers are and ask them to give examples: 3,
5, 11, 13, etc.
Discuss how to get the prime factors of a given number using the factor tree.
Example:
18 27
6 3 9 3
3 2 3 3 3 3
c. Ask the following questions for discussion:
What are the prime factors common to 18 and 27? (They give 3. Make them
notice that there are 2 threes.) What is the product of 3 x 3? This gives the
greatest common factor of 18 and 27.
d. Other examples will be discussed.
24 36
e. Use a problem opener
1) There are 36 teachers and 42 parents playing in a sports fest. What is the
greatest number of players per team if a team must have teachers and
parents as members. Each team must have equal number of teachers and
parents as members.
2) Analysis and Discussion
a) Why is there a need for teachers and parents to be involved in activities
like sports fest?

13
 Would you encourage your parents to participate in such activities?
Why? Why not?
b) What is asked in the problem? (The greatest number of players per
team.)
c) What are the given facts/conditions? (Teams must be of the same size
and must contain both teachers and parents.)
d) What are we going to do to find the correct answer? (Find the greatest
number that divides evenly 36 and 42, that is, the greatest common
factor of 36 and 42.)
Teacher guides the pupils in finding the GCF using the 2 previous methods.
Then they find the GCF using the continuous division cooperatively.
Step 1 – Write the numbers horizontally
36 42
Step 2 – Find a prime number that can divide 36, 42 (3)
3 I 36 42
Step 3 – Divide the numbers by the prime number, write the quotient
below.
3 I 36 42
12 14
Step 4 – Continue the process until no other prime number is common.
The next prime divisor is 2.
3 I 36 42
2 I 12 14
6 7
Step 5 – Multiply the common divisors
3x2=6
What is the GCF of 36 and 42? 6. How did we get the GCF of 36 and 42 using
the continuous division method?
3) Lead the class to think of the following:
Why do you think the parents and the teachers held the sports festival? Do
we also have that in our school? Why is it important for the teachers and
parents to have some “bonding” with each other?
f. Learning Exercises
Group the class into 5 groups. The teacher gives each group 3 pairs of
numbers. When the teacher says “go” the group finds the GCF of the given pairs
of numbers using a different method for each pair. The group who finishes first
wins.
2. Fixing Skills
Write the GCF of the following sets of numbers.
1) 2 and 6 6) 10 and 45
GCF = ______ GCF = ______
2) 5 and 20 7) 18 and 27
GCF = ______ GCF = ______
3) 8 and 24 8) 6 and 36
GCF = ______ GCF = ______
4) 8 and 56 9) 12, 16 and 48
GCF = ______ GCF = ______
5) 50 and 40 10) 15, 20 and 30
GCF = ______ GCF = ______

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 3. Generalization
What are the methods of finding the GCF of given numbers? Which method do you
like best? Why? Could these methods be used to find the GCF of 3 or more
numbers?
C. Application
Solve each problem.
1. If the GCF of three numbers is 45, what could be the smallest numbers?
2. The letter N represents a number between 50 and 60. The GCF of N and 16 is 8.
Find N.
IV. Evaluation
A. The prime factorization of each number is given. Give the GCF of each pair of numbers.
1) 35 = 5 x 7 4) 18 = 2 x 3 x 3
63 = 3 x 3 x 7 60 = 2 x 2 x 3 x 5
2) 75 = 3 x 5 x 5 5) 18 = 2 x 3 x 3
45 = 3 x 3 x 5 32 = 2 x 2 x 2 x 2 x 2
3) 48 = 2 x 2 x 2 x 2 x 3
72 = 2 x 2 x 2 x 3 x 3
B. Find the GCF of each set of numbers
1) 98, 14 4) 66, 110
2) 20, 75 5) 18, 24, 54
3) 30, 35
V. Assignment
A. Find the GCF of each set of numbers.
1) 210, 231 2) 420, 504 3) 50, 75, 100, 125
B. Read and solve.
1. The GCF of 2 numbers is 43. They are both two-digit numbers. What are the
numbers?
2. A dairy farm company has two milk-loading machines. The two machines started
running at the same time. After a few minutes, one machine has loaded 18 cases
while the other loaded 24 cases. This is the first time that the two machines finished
loading a case simultaneously. What is the longest time possible that the machines
could have been running?

Least Common Multiple (LCM)

I. Learning Objectives
Cognitive: Determine the least common multiple (LCM) of 2 or more numbers
Psychomotor: Write the least common multiple (LCM) of 2 or more numbers
Affective: Develop self-confidence when working in a group
II. Learning Content
Skill: Determine the least common multiple (LCM) of 2 or more numbers
References: BEC PELC F.1.7

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 Materials: chart, activity card
Value: Confidence
III. Learning Experiences
A. Preparatory Activities
1. Review
Activity Puzzle
Complete the puzzle by giving the prime factors of the numbers in the clue.
Across Down
1) 3 8) 30 1) 18 7) 66
2) 6 9) 44 2) 30 8) 30
3) 12 10) 20 3) 28 9) 56
4) 20 11) 42 4) 48 10) 20
5) 28 12) 30 5) 56 11) 66
6) 22 13) 88 6) 70 12) 10
7) 49 14) 10

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1 2
2 3
3 4
4 5
5
6 6
7 7
8 8
9 9
10 10
11 11
12 12
13
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2. Motivation
Ask pupils if they have friends. Let them tell what they do with their friends.
B. Developmental Activities
1. Presentation
Present the lesson through a dialogue.

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a. Activity 1
Present a dialogue.
Situation: Mr. Santos, the city agriculturist, wants to know the
number of seedlings he can give to 2 groups of boys in
EPP class.
Mr. Santos: How many members do you have in your group?
Leader I: I have 12 members.
Leader II: I have 9 members.
Teacher: I will give the same number of seedlings to each group.
You should give the same number of seedlings to each
child in the group. So the number of seedlings I would
give to each group must be divisible by 12 and 9, that is,
it must be a multiple of 12 and 9.
Multiples of 12: 1, 12, 24, 36, 48, 60, 72
Multiples of 9: 9, 18, 27, 36, 45, 54
So each group will be given 36 seedlings.
Answer the following:
What did Mr. Santos want to give to the boys?
What do you think they would do with the seedlings?
Do you also like planting seedlings? Why?
What benefit do we get from this activity?
What did Mr. Santos do to get the least number of seedlings to be given to
each group? How many seedlings will each child in the first group get? In
the second group?
What do you call the number 36, the least number divisible by 12 and 9?

b. Activity 2
1) Present this picture problem.

150 calories 100 calories

per 8 oz of per 8 oz of 8 oz per glass
MIDO MILK PEAR brand
MILK

Louie always drinks 8 oz of MIDO milk, while Ritchie always drinks 8 oz

of PEAR brand milk. What is the least number of glasses they could drink
everyday to make sure that they get the same amount of calories from milk
daily?
2) Ask these questions:
How many calories from milk will each one get for every 8 oz of milk drank?
Let the pupils make a list:
Louie 150 – 0, 150, 300, 450, 600 ,. . .
Ritchie 100 – 0, 100, 200, 300, 400,. . .
Let them note that
300 is a multiple of 150
300 is a multiple of 100
So, 300 is a common multiple of 150 and 100. It is also the least common
multiple of 150 and 100.

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 This is the least number of calories they could take so that they have the
same amount. This will then give the smallest number of glasses of milk for
each: 300 150 = 2 glasses for Louie and 300 100 = 3 glasses for Ritchie.
Guide the pupils in finding the least common multiple of 6 and 8.

2. Fixing Skills
Find the LCM by listing the multiples.
a) 21 = b) 12 =
15 = 10 =
LCM = _____ LCM = _____
c) 16 = d) 12 =
20 = 10 =
LCM = _____ LCM = _____
e) 15 = f) 8 =
35 = 12 =
LCM = _____ 20 =
LCM = _____
3. Generalization
To determine the LCM of a set of numbers, list down all the multiples of the
numbers and get the least common multiple. Can this procedure be used to get the
LCM of three or more numbers?
Using Prime Factorization
When finding the LCM of 2 numbers, listing the prime factors of each number
also provides a way. For example, if you want to get the LCM of 12 and 16, break
down 12 and 16 into their prime factors. Mark the common factors.
12 = 2 x 2 x 3
16 = 2 x 2 x 2 x 2

Get the product of all the factors in the list, listing each pair of common factors
only once. For 12 and 16, each pair of the 2s we have encircled will be counted only
once. We then get
2 x 2 x 3 x 2 x 2 = 48
You may also put the prime factors in a Venn diagram. Just multiply all the prime
factors in the diagram 2 x 2 x 3 x 2 x 2 = 48.
12 16

2
3 2
2 2

Notice that the product of the numbers inside the intersection of the two sets is
the GCF of the two numbers, that is, 2 x 2 = 4 is the GCF of 12 and 16.
What is the LCM of 12 and 16? What is the GCF of 12 and 16? What is the product
of the LCM and GCF of 12 and 16? What is the product of 12 and 16? Can you
make a general statement regarding the GCF, LCM, and the product of two
numbers? Can you verify this for other pairs of numbers?

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 C. Application
Solve the problem.
1. Mario goes home every other day. His sister goes home every after 3 days. If they
see each other today, when will they see each other again at home?
2. Sixto, a security guard, has 3 successive night duties a week. His wife who is a
nurse has 2 successive night duties. When will they see again if they are together
now?
IV. Evaluation
Determine the LCM of each pair of numbers using the listing method.
1) 10 and 25 4) 20 and 45
2) 20 and 50 5) 24 and 18
3) 42 and 48
V. Assignment
Complete each Venn diagram by writing all the prime factors of each number inside the
corresponding circle.
1. 2.

15 30 21 45
GCF = _____ GCF = _____
LCM = _____ LCM = _____
3. 4.

16 24 8 12
GCF = _____ GCF = _____
LCM = _____ LCM = _____
5.

12 32
GCF = _____
LCM = _____

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