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DLP (Mathematics 4)

This lesson plan aims to teach 4th grade students about factors and multiples through finding the greatest common factor of two numbers. The lesson will begin with a review of prime numbers and establishing purpose. Students will then work through examples of finding the GCF using the listing method. This includes practice problems in pairs and groups. Finally, students will apply their understanding to word problems and make generalizations about factors and multiples. Formative assessment and additional activities are included.

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Jennylyn Lacaba
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396 views3 pages

DLP (Mathematics 4)

This lesson plan aims to teach 4th grade students about factors and multiples through finding the greatest common factor of two numbers. The lesson will begin with a review of prime numbers and establishing purpose. Students will then work through examples of finding the GCF using the listing method. This includes practice problems in pairs and groups. Finally, students will apply their understanding to word problems and make generalizations about factors and multiples. Formative assessment and additional activities are included.

Uploaded by

Jennylyn Lacaba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN

GRADE QUARTER / DOMAIN SESSION # PAGE


LEVEL SECOND/MATHEMATICS ONE SESSION NO.
4 1

I. OBJECTIVES
Demonstrates understanding of factors and multiples in a given
A. Content Standards
number as a product of its prime factors
B. Performance The learner should be able to apply knowledge about factors and
Standards multiples in mathematical problems and real- life situations
The learners should be able to:
1. find the common factors and the greatest common factor
C. Learning (GCF) of two numbers using the prime factorization method
Objectives 2. write a number as a product of its prime factors
(Write the LC 3. appreciate the importance of prime factors
code)
M4NS-IIc-68.1
M4NS-IIb-67
Finding the Common Factors and the Greatest Common
II. CONTENT
Factor (GCF)
III. LEARNING
RESOURCES
A. References K to 12 CG in Math 4
IV. PROCEDURES
ELICIT

A. Reviewing Review on the Prime Numbers:


previous lesson How many prime numbers are there from 1 to 20?  What are
they?

Show a picture on screen of a boy helping his father in a


B. Establishing a bakeshop.
purpose for the
lesson How do you show helpfulness at home? In school? Is it good
to be helpful? Why?

ENGAGE

Arnel helps his father in their bakeshop. They bake 48


cupcakes and 60 cookies. They plan to pack them separately in a
small box.
C. Presenting
examples/instances What is the biggest number of cupcakes and cookies that can
of the new lesson be placed in boxes if these are of the same number?

*Objectives will be presented at this point.


DETAILED LESSON PLAN
GRADE QUARTER / DOMAIN SESSION # PAGE
LEVEL SECOND/MATHEMATICS ONE SESSION NO.
4 2

EXPLORE

How are we going to solve for the answer?


D. Discussing new To answer this problem, we find the Greatest Common factor
concepts and (GCF) of 24 and 36.
practicing new (Teacher will play a video that shows how the listing method
skills #1 being done)

Open the Link: https://www.youtube.com/watch?v=iR_LnX2BWGY

A. Discussing new Cooperative Learning:


concepts and     Pair square/4members in each group
practicing new
skills #2 Find the common factors and the GCF of 15 and 20?

B. Developing
mastery (leads to How did you get your answer? What method did you use?
Formative
Assessment)

ELABORATE

Solve the problem by using the listing method.


C. Finding practical
applications of Sandy’s vegetable store had 24 customers in the morning and 16
concepts and skills customers in the afternoon. What was the largest number of
in daily living customers who went so that every hour had the same number of
customers?

D. Making What do you mean by common factors? GCF? 


generalizations What method did you use to find the GCF of two or more
and abstractions numbers?
about the lesson

Find the GCF of each pair of numbers using the listing method.
1. 10 and 15
E. Evaluating 2. 18 and 21
learning 3. 12 and 24
4. 8 and 20
5. 14 and 28
F. Additional
activities for
Answer Get Moving Exercise B. LM p. 90
application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
DETAILED LESSON PLAN
GRADE QUARTER / DOMAIN SESSION # PAGE
LEVEL SECOND/MATHEMATICS ONE SESSION NO.
4 3

remediation
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 this 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:
CHARLENE F. ATIPON
BEED-3

JOY T. LACABA
BEED-3

CHECKED:

LEAH R. GUIRIGAY
TTL-2 TEACHER

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