School: Pomponan Elementary School Grade Level: FIVE
DAILY
Teacher: Irene C. Barbosa Learning Area: MATH
LESSON
Teaching Quarter: Quarter 1
LOG
Dates/Time:
I. OBJECTIVES
A. Content Standards Demonstrates understanding of divisibility, order of
operations, factors and multiples, and the four fundamental
operations involving fractions
B. Performance Standards Apply divisibility, order of operations, factors and multiples,
and the four fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Competencies
Finds the common multiples and LCM of two – four numbers
using continuous division (M5NS-Id-69.2/ Page 54 of 109)
KBI: Valuing the importance of cleanliness in our surroundings
Integrations across learning areas:
Science: Design a product out of local, recyclable solid and/
or liquid materials in making useful products. (S5MT-Ih-i-4)
Health: Practices proper waste management at home, in
school, and in the community (H6CMH-IIh-8)
English: Read familiar words and phrases in texts
II. CONTENT Finding the common multiples and LCM of two – four numbers
using continuous division
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Grade 5 Curriculum
2. Learner’s Material pages DLP Gr. 5 Module 11
BEAM LG Gr. 6 – Number Theory
Lesson Guide in Elem. Math Gr. 5 p.44, Gr. 6 p.151
3. Textbook pages Grade 5 21st Century Mathletes page 48-52
4. Additional Materials from CO Mathematics 5 Q1 Module 6
LRMDS
B. Other Learning Resources flashcards, strips of cartolina, coins, boxes, ruler
IV. PROCEDURES
A. Reviewing past lesson or 1.Drill
presenting the new lesson Flashcards on Multiplication
Game – Skip Counting
Mechanics:
a. Divide the pupils by two with their show me boards.
b. Flash the numbers on screen one at a time and say, “Give
the next three numbers in the sequence.”
Example:
0, 3, 6, 9, ___, ____
Each group will count their points if they’ve got the correct
answers.
c. The game continues until all numbers have been flashed on
screen. The group with the most number of points wins the
game.
Review
Review how to use the listing method to get the LCM of the
given number.
List some multiplies of two given numbers.
Write the common multiplies.
The smallest common multiple is the LCM
3 6 9 12 15 21 24 27
4 8 12 16 20 24 28 32
Call a volunteer to write the answer on the chart.
Numbers LC
M
1) 6
10
2) 5
7
B. Establishing a purpose of the 3.Motivation
new lesson ( Motivation) Show a picture of learners collecting used plastic bottles. Ask
the pupils to tell something about the picture.
Ask: What do you observe in the picture? Is there a need to
practice a proper waste management at home, in school or in
our community? Why? (Health Integration) What object do the
learners holding? Is this object can be recycled? What are the
objects that can be recycle? What do you do in the used
objects like plastic bottles, used papers, glass bottles etc,.
(Science Integration)
What are the good effects of recycling in our environment? Is
it important to have a clean environment? Why? (Values
Infusion & HOTS)
C. Presenting examples/ instances 1.Presentation
of the new lesson
Present this problem to the class.
Marie and Camille collected used plastic bottles for recycling.
They arranged the bottles in boxes of 8 and 12. What is the
least number of bottles they gathered in all?
(English Integration)
Have the pupils read the problem. Then ask: What did Marie
and Camille collected? What does the problem ask for? How
will you solve for the answer to the problem? Can you think of
ways to solve it?
To answer the problem, you need to listen and be attentive.
Today, we’re going to “Finds the common multiples and
LCM of two – four numbers using continuous
division”
D. Discussing new concepts and 2.Performing the Activities (Discussion is taken from
practicing new skills no. 1 CO module 6 and textbook page49)
Tell the pupils that there are three ways of getting the LCM
the listing, prime factorization and the continuous division.
Using Continuous Division Method
Using the same given numbers 8 and 12, find the multiples
and the LCM by using continuous division.
Guide the pupils to get the multiples and the LCM of the given
numbers.
2 8 12
2 4 6 Therefore the LCM is 2 x 2 x 2 x 3 = 24
2 3
•What is the LCM of 8 and 12?
•Which method you think is easier?
•How did you get the LCM of 8 and 12 using the Continuous
Division Method?
Multiply all the prime divisors and the last set of
quotients to get the LCM
Write the number horizontally and find a prime
number that will divide the numbers, if possible.
Divide by that prime number and write the quotients
below the dividends. Copy any numbers not divided
below the dividend.
Continue the process until no two numbers have a
common prime divisor.
(another example must be on the chalkboard for the one-by-
one process)
LCM of 4 and 6
E. Discussing new concepts and 3.Processing the Activities
practicing new skills no. 2 Group Activity
(Give the rules in doing the group activity)
Find the least common multiples of the following pairs of
numbers using continuous division.
Group 1. 25 and 50
Group 2 7 and 14
Group 3 4, 6, and 8
Group 4 6 , 9 and 18
Let the groups present their outputs.
Ask: How did you solve the correct answer?
Expected answer:
•We solved problem using continuous division; getting the
product of all the prime divisor and the last set of quotients
we get the Least Common Multiples (LCM).
F. Developing Mastery (Leads to 4.Reinforcing the Concepts/Lesson
Formative Assessment)
A. Find the least common multiples of the following pairs
of numbers using continuous division.
a) 12 and 24
b) 2 and 8
c) 6, and 8
d) 2 and 4
e) 3, 6 and 15
Check on the pupils’ answers.
G. Finding Practical Application of 6.Applying to New and Other Situations
concepts and skills in daily
living. Plane A flies to Tacloban every 4 days. Plane B flies to
Tacloban every 8 days. If both planes are in Tacloban on July
17, what is the earliest date that both planes will be in
Tacloban again?
H. Making Generalization and 5.Summarizing the Lesson
abstraction about the lesson
Arrange the steps on finding the LCM using continuous
division by writing the numbers from 1 to 4.
____Multiply all the prime divisors and the last set of quotients
to get the LCM
____Write the number horizontally and find a prime number
that will divide the numbers, if possible.
____Divide by that prime number and write the quotients
below the dividends. Copy any numbers not divided below the
dividend.
____Continue the process until no two numbers have a
common prime divisor.
I. Evaluating learning C. Assessment (Textbook page 52 c)
Find the Least Common Multiple (LCM) of the given pairs of
numbers by continuous division.
1)7 and 14
2)10 and 12
3) 4, 7
4)4, 9 and 12
5)4, 8 and 12
J. Additional activities for Provide the following exercise. You may give more.
application and remediation. Find the LCM of the following numbers.
1) 3 4 6 3) 4 6 12
2) 2 3 5 4) 3 6 15
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 solved?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
Prepared by:
IRENE C. BARBOSA
Master Teacher I
Checked/Observed by:
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