Grade IV SCHOOL GRADE LEVEL IV

DETAILED LESSON TEACHER LEARNING AREA MATH

PLAN
IN MATHEMATICS TEACHING QUARTER 2
DATES AND TIME

I. OBJECTIVES Week2, DAY1

A. Content Standards Demonstrates understanding of factors and multiples and addition and
subtraction of fractions

B .Performance Standards
Is able to apply knowledge and factors and multiples, and addition and
subtraction of fractions in mathematical problems and real-life situations
C .Learning Writes a given number as a product of its prime factors.
Competencies/Objectives
Write the LC Code for each M4NS – IIb- 67
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages 119- 123
2.Learner’s Materials Pages 89- 92
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources Charts, flashcards
IV.PROCEDURES
A. Reviewing previous lesson or A. Drill ( Game) “Naminf the Babies”
presenting the new lesson Give the factors of the following numbers.
24 36 42 56 64
B. Review:
Write P if the number is prime and C if it is composite. (the teacher will show
flashcards with different numbers)
Examples: 33 29 45 57 69
B. Establishing a purpose for the Show a picture of a boy helping his father in a bakeshop.
lesson Ask the pupils to tell something about the picture.
*Helpfulness
C. Presenting examples/instances Problem Opener:
of the new lesson Arnel helps his father in their bakeshop. They bake 48 cupcakes and 60
cookies. They plan to pack them separately in small boxes.
D. Discussing new concepts and 1. Who helps his father in their bakeshop?
practicing new skills #1 2. What kind of a boy is Arnel?
3. What is asked in the problem?
4. What are given?

E Discussing new concepts and Let us write each number as a product of its prime factors using a Factor Tree
practicing new skills #2 Method

48 = 2x2x2x2x3 60 = 2x2x3x5
 All these factors of 48 and 60 are prime numbers. We can also use continuous
division

48 = 2x2x2x2x3 60 = 2x2x3x5
F .Developing mastery Write each number as a product of its prime factors. Use Factor Tree.
(Leads to formative assessment) a. 16 b. 24 c. 30 d. 32 e. 42
G. Finding practical/applications Alvin has 12 guavas and Ellorde has 18 guavas. Write each number as a product of
of concepts and skills in daily its prime factors using factor tree method and continuous division.
living
H. Making generalizations and Prime factorization is expressing a composite number as a product of its prime
abstractions about the lesson factors. It is done using a factor tree method and continuous division.
I. Evaluating Learning Write each number as a product of its prime factors using factor tree.
1. 28
2. 27
3. 64
Write each number as a product of its prime factors using continuous division.
4. 72
5. 81
J. Additional activities for Write each number as a product of its prime factors using factor tree.
application or remediation 1. 12
2. 14
3. 20
Write each number as a product of its prime factors using continuous division.
4. 36
5. 34
V.REMARKS:
VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment
B. No. of learners who require
additional activities to 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 these
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?
 Grade IV SCHOOL GRADE LEVEL IV
DETAILED LESSON TEACHER LEARNING AREA MATH
PLAN
IN MATHEMATICS TEACHING QUARTER 2
DATES AND TIME

I. OBJECTIVES Week2, DAY2

A. Content Standards Demonstrates understanding of factors and multiples and addition and
subtraction of fractions

B .Performance Standards
Is able to apply knowledge and factors and multiples, and addition and
subtraction of fractions in mathematical problems and real-life situations
C .Learning Finds the common factors and the greatest common factor(GCF) of two
Competencies/Objectives numbers using listing method
Write the LC Code for each M4NS – IIc- 68.1
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages 119- 123
2.Learner’s Materials Pages 89- 92
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources Charts, flashcards
IV.PROCEDURES
A. Reviewing previous lesson or A. Drill ( Game) “Name the Babies”
presenting the new lesson Give the factors of the following numbers.
12 28 25 44 54
B. Review:
How do we write number as a product of its prime factors? What method will we
use?
B. Establishing a purpose for the Show a picture of a boy helping his friend in a farm.
lesson Ask the pupils to tell something about the picture.
*Helpfulness
C. Presenting examples/instances Problem Opener:
of the new lesson Marlon helps his friend in their farm. They harvested 40 mangoes and 50
Santol. They plan to pack them separately in small boxes. What is the biggest
number of fruits that can be place in boxes if these are of the same number?
D. Discussing new concepts and 1. Who helps his friend in their farm?
practicing new skills #1 2. What kind of a boy is Marlon?
3. What is asked in the problem?
4. What are given?
5. What is the answer?

E Discussing new concepts and Let us write each number as a product of its prime factors using a Listing Method
practicing new skills #2 and give the Greatest Common Factor ( GCF)

40 1 2 4 5 8 10 20 40
50 1 2 5 10 25 50

1. What are the common factors found in both numbers? (1, 2 and 5)
2. What is the greatest number that is common or found in 40 and 50? (10)
3. What do you call these numbers? (GCF)
F. Developing mastery List all the factors of the given numbers.
(Leads to formative assessment)
16
24

30
36

24
36
a. What are the common factors found in each pair of numbers?
b. What is the GCF of each pair of numbers?

G. Finding practical/applications Solve the problem and write your answer in your notebook.
of concepts and skills in daily Ian and Isagani went fishing. Ian caught 21 fish and Isagani caught 28 fish. What
living is the greatest number of fish each could catch per hour, if they caught the same
number of fish per hour?

H. Making generalizations and Greatest Common Factor (GCF) is the biggest factor common to 2 numbers. We find
abstractions about the lesson the GCF of 2 numbers by listing method.
I. Evaluating Learning Encircle the letter of the correct answer.
1. What is the GCF of 16 and 24?
a. 8 b. 12 c. 16 d. 24
2. The GCF of 20 and 30 is ______.
a. 5 b. 10 c. 15 d. 20
3. What is the GCF of 21 and 35?
a. 3 b. 5 c. 6 d. 7
4. Give the GCF of 32 and 40 using listing method.
32
40
5. What is the GCF of 18 and 27.
___________

J. Additional activities for List the factors of each number in a pair using Listing Method. Give their common
application or remediation factor and GCF.
a. 15 and 18 d. 18 and 30
b. 20 and 28 e. 21 and 27
c. 16 and 32
V.REMARKS:
VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment
B. No. of learners who require
additional activities to 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 these
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?
 Grade IV SCHOOL GRADE LEVEL IV
DETAILED LESSON TEACHER LEARNING AREA MATH
PLAN
IN MATHEMATICS TEACHING QUARTER 2
DATES AND TIME
I. OBJECTIVES Week2, DAY3

A. Content Standards Demonstrates understanding of factors and multiples and addition and
subtraction of fractions

B .Performance Standards
Is able to apply knowledge and factors and multiples, and addition and
subtraction of fractions in mathematical problems and real-life situations
C .Learning Finds the common factors and the greatest common factor(GCF) of two
Competencies/Objectives numbers using factor tree method
Write the LC Code for each M4NS – IIc- 68.1
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages 119- 123
2.Learner’s Materials Pages 89- 92
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources Charts, pictures, flashcards
IV.PROCEDURES
A. Reviewing previous lesson or A. Drill
presenting the new lesson List all the factors of the given numbers.

16 18
24 24

10 12
15 15

9 8
15 6
B. Review:
What is the GCF of the following pairs of numbers?
4 and 12 7 and 14 8 and 10 12 and 16

B. Establishing a purpose for the Showing a picture of fruits and talk about it.
lesson
*What do fruits give us?

C. Presenting examples/instances Problem Opener:

of the new lesson Marlon and Jimmy are friends. They pick Guava and Kaimito in the farm of
Mang Tonio. Marlon picked 35 Guava while Jimmy picked 42 Kaimito. They plan to
place it separately in a basket. What is the greatest number of fruits that can be
 placed in baskets if these are of the same number?
D. Discussing new concepts and 1. Who picked fruits in the farm of Mang Tonio?
practicing new skills #1 2. What kind of fruits they picked?
3. What is asked in the problem?
4. What are given?
5. What is the answer?

E Discussing new concepts and Let us write each number as a product of its prime factors using Factor Tree Method
practicing new skills #2 and give the Greatest Common Factor ( GCF)

a. What is the common factors found in both numbers? (7)

b. What is the greatest number that is common or found in 35 and 42? (7)
c. What do you call these numbers? (GCF)

F. Developing mastery Give the GCF of the pair of numbers using factor tree method. Then write the factors
(Leads to formative assessment) on the space provided.

12 28
20 42

18 24
24 12

20 32
30 40

G. Finding practical/applications Solve the problem and write your answer in your notebook.
of concepts and skills in daily Mrs. Balassu has 2 pieces of wood for her scrabble board. One has a width of 18
living centimeters and the other one has 20 centimeters. If both sizes of wood are to be cut
into scrabble tiles of the same width without wasting any wood, what is the greatest
width into which the woods can be cut?

H. Making generalizations and Greatest Common Factor (GCF) is the biggest factor common to 2 numbers. We find
abstractions about the lesson the GCF of 2 numbers by Factor Tree Method.
I. Evaluating Learning Encircle the letter of the correct answer.
1. What is the GCF of 9 and 21?
b. 3 b. 6 c. 9 d. 12
2. The GCF of 15 and 20 is ______.
b. 5 b. 10 c. 15 d. 20
3. What is the GCF of 36 and 42?
b. 7 b. 8 c. 6 d. 9
4. Give the GCF of 24 and 40 using factor tree method.

24 40

5. What is the GCF of 45 and 60.

 ___________

J. Additional activities for List the factors of each number in a pair using Factor Tree Method. Give their
application or remediation common factor and GCF.
a. 30 and 45 d. 40 and 60
b. 60 and 20 e. 20 and 25
c. 14 and 42

V.REMARKS:
VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment
B. No. of learners who require
additional activities to 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 these
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?
 Grade IV SCHOOL GRADE LEVEL IV
DETAILED LESSON TEACHER LEARNING AREA MATH
PLAN
IN MATHEMATICS TEACHING QUARTER 2
DATES AND TIME
I. OBJECTIVES Week2, DAY4

A. Content Standards Demonstrates understanding of factors and multiples and addition and
subtraction of fractions

B .Performance Standards
Is able to apply knowledge and factors and multiples, and addition and
subtraction of fractions in mathematical problems and real-life situations
C .Learning Finds the common factors and the greatest common factor(GCF) of two
Competencies/Objectives numbers using factor tree method
Write the LC Code for each M4NS – IIc- 68.1
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages 119- 123
2.Learner’s Materials Pages 89- 92
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources Charts, flashcards
IV.PROCEDURES
A. Reviewing previous lesson or A. Drill
presenting the new lesson List all the factors of the given numbers.

12 14 20 16 16

B. Review:
What is the GCF of the following pairs of numbers?

18 24 15 20

B. Establishing a purpose for the Showing different kinds of toys (real objects) and talk about it.
lesson * Do you share your toys with your friends?
* What should you do with your toys after playing it?
C. Presenting examples/instances Problem Opener:
of the new lesson Sonia has 24 marbles, Roy has 36 marbles. They want to put them in glass jars
so that each jar will have the same number of marbles. What is the largest possible
number of marbles and jars that they can use?
D. Discussing new concepts and 1. Who has toys?
practicing new skills #1 2. What kind of toys do they have?
3. What is asked in the problem?
4. What are given?
5. What is the answer?

E Discussing new concepts and Let us write each number as a product of its prime factors using Continuous Division
practicing new skills #2 and give the Greatest Common Factor ( GCF)

a. What are common factors of the two numbers? ( 2,2,3)

b. What is the GCF of the pair of numbers? (12)
F. Developing mastery Give the GCF of the pair of numbers using Continuous Division method.
(Leads to formative assessment) a. 21 and 28 d. 63 and 72
b. 24 and 27 e. 40 and 45
c. 30 and 32

G. Finding practical/applications It is one of the scenic spot of Solano. To find the answer find the GCF of the given
of concepts and skills in daily pairs of numbers.
living
O 1. 12 and 16 Y 4. 40 and 50

N 2. 8 and 14 C 5. 32 and 24

A 3. 35 and 21 N 6. 45 and 36

C A N Y O N

8 7 2 10 4 9

H. Making generalizations and Greatest Common Factor (GCF) is the biggest factor common to 2 numbers. We find
abstractions about the lesson the GCF of 2 numbers by Continuous Division Method.
I. Evaluating Learning Encircle the letter of the correct answer.
1. What is the GCF of 18 and 20?
a. 2 b. 3 c. 4 d. 5
2. The GCF of 12 and 36 is ______.
a. 6 b. 12 c. 24 d. 36
3. What is the GCF of 24 and 36?
a. 12 b. 18 c. 6 d. 36
4. Give the GCF of 42 and 56 using continuous division method.

5. What is the GCF of 63 and 72.

___________
J. Additional activities for List the factors of each number in a pair using continuous division. Give their
application or remediation common factor and GCF.
a. 56 and 72 d. 42 and 54
b. 81 and 36 e. 30 and 32
c. 64 and 48

V.REMARKS:
VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment
B. No. of learners who require
additional activities to 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 these
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?
 Grade IV SCHOOL GRADE LEVEL IV
DETAILED LESSON TEACHER LEARNING AREA MATH
PLAN
IN MATHEMATICS TEACHING QUARTER 2
DATES AND TIME
I. OBJECTIVES Week2, DAY5

A. Content Standards Demonstrates understanding of factors and multiples and addition and
subtraction of fractions

B .Performance Standards
Is able to apply knowledge and factors and multiples, and addition and
subtraction of fractions in mathematical problems and real-life situations
C .Learning Answer questions correctly and honestly
Competencies/Objectives M4NS – IIa – 64, M4NS – IIb – 66, M4NS – IIb- 67, M4NS – IIc- 68.1
Write the LC Code for each
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Test papers
Learning Resources (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Short review about the past lessons.

B. Establishing a purpose for the Setting of standards

lesson

C. Presenting examples/instances Test Proper

of the new lesson

D. Discussing new concepts and

practicing new skills #1
E Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment)
G. Finding practical/applications
of concepts and skills in daily
living

H. Making generalizations and

abstractions about the lesson
I. Evaluating Learning Checking and recording

J. Additional activities for

application or remediation

V.REMARKS:
VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment
B. No. of learners who require
additional activities to 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 these
work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?
Name: __________________________________________ Score: _____________________
Direction: Encircle the letter of the correct answer.

1. All are factors of 24 except one. Which is NOT?

a. 5 b. 4 c. 3 d. 2
2. Which of these numbers is a factor of 36?
a. 3 b. 5 c. 7 d. 8
3. Which of these numbers is a prime?
a. 8 b. 10 c. 11 d. 12
4. Which of the following numbers have two or more factors?
a. 35 b. 37 c. 31 d. 41
5. These are numbers with more than two factors.
a. prime numbers c. factors
b. composite numbers d. multiples
6. What do you call a number with two factors only, one and itself.
a. prime numbers c. factors
b. composite numbers d. multiples
7. What is the smallest prime number?
a. 2 b. 3 c. 4 d. 5
8. What are the first five prime numbers?
a. 1,2, 3, 4,5 b. 2,3,4,5,6 c. 2,3,5,6,7 d. 2,3,5,7,11
9. What are the first five consecutive composite numbers?
a. 1,2, 3, 4,5 b. 2,4,6,8,10 c. 4,6,8,9,10 d. 3,4,6,8,9
10. What is the sum of the first five prime numbers?
a. 15 b. 16 c. 17 d. 28
11. Find the sum of the largest and the smallest prime numbers below 100.
a. 99 b. 98 c. 97 d. 96
12 . What is the sum of the first five consecutive composite numbers?
a. 35 b. 36 c. 37 d. 38
13. Find the difference between the largest prime and composite numbers below 100.
a. 1 b. 2 c. 3 d. 4
14. Find the product of the prime numbers between 10 and 15.
a. 150 b. 143 c. 133 d. 110
15. Write 27 as a product of its prime factors.
a. 9 x 3 b. 3x3x2 c. 3x3x3 d. 9x3x1
16. What is the GCF of 12 and 18?
a. 3 b. 6 c. 9 d. 12
17. What is the GCF of 16 and 20?
a. 2 b. 4 c. 6 d. 8
18. What is the GCF 0f 2x2x2x3 and 2x2x3x5?
a. 6 b. 12 c. 20 d. 24
19. What is the GCF of 20 and 28? Use factor tree method to get the answer.
20. Give the GCF of 30 and 42 using continuous division.