A DETAILED LESSON PLAN IN MATHEMATICS

GRADE 4
PREPARED BY: MS. CHERYL A. BAYO
COURSE & YEAR: BEED 3- AS
I.OBJECTIVES:ss
At the any portion of the lesson, the pupils should be able to:
1. Define factors and multiples of a number.
2. Utilize the methods in finding the factors and multiples of the following given
numbers.
3. Solve problems on factors and multiples using the LCM and GCF methods.
II. SUBJECT MATTER:
A. Topic: Factors and Multiples
B. References: Factors and Multiples: Definition, Differences, Examples
(splashlearn.com)
C. Materials: PowerPoint Presentation, Laptop, Visual Aids, and Marker.
III.PROCEDURES/DEVELOPMENTAL ACTIVITIES:
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. DAILY ROUTINE ACTIVITIES:
a. Prayer:
“Everybody, please stand up for our prayer.”
(The pupils will stand up and somebody
“Dear Lord and Father of all, will lead the prayer)
Thank you for today.
Thank you for ways in which you provide for
us all.
For Your protection and love we thank you.
Help us to focus our hearts and minds now on
what we are about to learn.
Inspire us by Your Holy Spirit as we listen and
write.
Guide us by your eternal light as we discover
more about the world around us.
We ask all this in the name of Jesus.
Amen.”

b. Greetings:
“Good morning, class!”
“Good morning, teacher!”
c. Organizing the Classroom:

“Class, please sit properly and tidy up your (The pupils will clean up their area and
area. And please observe the class etiquette.” listen to the class etiquette.)

d. Checking of Attendance:
“Who is not around today?”

“Do we have absentees, class?” “None, teacher.”

“Very good! I’m glad that all of you are eager
to learn today!”

e. Recall/ Review

“What did we discussed Yesterday?” “Teacher, we discussed about the

Subtraction of Whole Numbers.”
“Correct. It was all about the Subtraction of
Whole Numbers.”

“Very Good! Can you give me the basic “Subtraction is the process of taking away
concept of subtraction?” one number from another, teacher.”

“Yes it is! The process of subtraction is

taking away one number from another
number. ”

“Very good! Thank you so much.”

“So now, we will proceed to our new lesson

for today!”

B. MOTIVATION
“Class, before we start our new discussion.
We will first have a game for today. Are you
ready, class?
“Yes, teacher!”
“Okay! Before we proceed, let me ask you
first, are you familiar with the “Word Search?”
“Yes, teacher!”
“Okay, great! Our game for today is called
Word Search. But before that, group
yourselves into 2 groups and choose your
representative. Okay listen to the mechanics.”
Mechanics:
1. Each group must have 1 representative. (The pupils are attentively listening.)
2. Representative must use the “stone, paper,
scissors” when to take turns.
3. In the word search box, there are 6 words
that you must find only.
4. If its your turn to answer. Go on the board
and encircle the answer inside the word
search. Each turns must only have the max
time 10 seconds in searching the word.
5. The rest of the group should prepare their
winning yell to cheer their representatives.
6. Be at your best and good luck players.

“Okay class, did you get the mechanics?”

“Yes, teacher!”
This game is connected with our new topic for
today. So now class, are you ready?”
“Yes teacher!”
“Okay, the game starts now!”

Words to search:
1. FACTOR
2. MULTIPLE
3. LEAST
4. GREATEST
5. COMMON (the pupils are now playing)
6. DIFFERENCE

“Okay class, all of you did a great job and give

the best answers. So, give yourselves a round
of applause.”
(the pupils are clapping their hands)
“For the winners, please claim your prizes.
And for those who didn’t made it this time you
still have consolation prizes. Congratulations
everyone!”

(the teacher is now giving her prizes to her

pupils) (the pupils are claiming their prizes)

“Now class before we start our discussion.

Since, our subject is Mathematics, do you
have any idea on what will be our lesson for
today based on the activity a while ago?” (a pupil is raising a hand)

“Yes, ____? Kindly stand up.” “Our topic for today is all about Factors
and Multiples, teacher.”
“Alright, very good! Now, you may take your
seat. Thank you so much.” (the pupil takes a seat)

C. LESSON PROPER:

“Our topic for today is all about Factors and

Multiples.”

“Okay class, along our discussion, I am going

to ask you some questions. So please listen
carefully to me, understand?”
“Yes, teacher.”
If you want to answer, just raise your hand
and please do not speak right away or in
chorus if your name is not called. Are we
clear?” “Yes, teacher.”

Introduction:
“We have studied about the operations on
numbers, which are the Addition, Subtraction,
Multiplication, and Division. Right” “Yes, teacher.”

“Now, in this chapter we will study about two

important terms Factors and Multiples which
are related to the operations on multiplication (pupils are attentively listening)
and division. Let's discuss about them.”

What Are Factors and Multiples?

Factors and multiples are two interrelated

concepts in mathematics. If A×B = C, then A
and B are factors of C, whereas C is a
multiple of both A and B. (pupils are attentively listening)
Consider an example to understand:

Example:
(pupils are expected to take down notes
3×7=21 about the topic)

Here, 3 and 7 are factors of 21.

21 is the multiple of both 3 and 7.

“Did you get it class?”
“Yes, teacher.”
What Are Factors?
A factor is a number that divides the given
number exactly, without any remainder. When a
number n is divisible by b, we can say that b is a
factor of n.

For example, the factors of 16 are 1, 2, 4, 8,

and 16, because these numbers divide 16
exactly, without leaving any remainder. (pupils are attentively listening)

Properties of Factors

 1 is the smallest factor of any number.

 The number itself is the greatest factor of (pupils are attentively listening)
any number.
 A factor of a number is always less than
or equal to the number.
 Factors of a number are finite.
 0 cannot be a factor of any number.
 If B is a multiple of A, then A is a factor of
B.

“Did you get it class?” “Yes, teacher.”

“Do you have any questions about Factors?” “None, teacher.”

“Okay, very good. Now let’s proceed to the

Multiples.”

What Are Multiples?

A multiple of a number is the number obtained

when the given number is multiplied with an
integer. The pupils are attentively listening)
A multiple is a result of multiplying a number
by an integer. Note that, when we study
multiples of any number, we generally talk
about positive multiples only (excluding 0 and
negative multiples). Thus, we can say that a
multiple is the number obtained by multiplying
a given number by a positive integer.

For example, the multiples of 5 are 5, 10, 15,

20,…, and so on, because these numbers can (the pupils are expected to take down
be obtained by multiplying 5 with the whole notes)
numbers 1, 2, 3, 4,…, and so on.

You can find the multiples of a number in the

multiplication table (times table). Take a look! (pupils are attentively listening)
5×1=5
5×2=10
5×3=15
5×4=20
5×5=25
5×6=30
5×7=35
5×8=40
5×9=45
5×10=50

Properties of Multiples
(pupils are attentively listening)
 Infinitely many multiples of any number.
 A multiple is always greater than or equal
to the given number. (the pupils are now doing the activity)
 Every number is a multiple of 1.
 If B is a multiple of A, then A is a factor of
B.
 0 is considered a multiple of every
number.

“Now we have here the differences between
factors and multiples. Kindly read.”

Factors Multiples
Factors are numbers Multiples are the
that divide the given numbers obtained as a
number without product of a given
leaving a remainder. number and integers. (the pupils are reading)

A factor of a number is Multiples are always

less than or equal to greater than or equal to
itself. the given number.

Factors are finite in There are an infinite

number and include 1 number of multiples for
and the number itself. a given number.

1 is the smallest factor Every number is a

of any number. multiple of 1.

0 cannot be a factor of 0 is a multiple of every

any number. number.

Example: Factors of 8 Example: Multiples of 8

are 1, 2, 4, 8. are 8, 16, 24,…

“Alright, thank you for reading. So those are

the differences between factors and
multiples.”
“Okay, class do you have any questions?” “None, teacher.”

“Okay, very good!

“Now, let’s move ahead and learn the

methods we can use to find factors and
multiples of a number.”

How can we find factors?

To find the factors of a given number, divide
the number by each integer between 1 and
the number itself.
The integers that give us a remainder of 0 are
factors of the number.

For example, to find the factors of 6, divide 6

by numbers 1 to 6.
6÷1= 6 remainder 0
6÷2= 3 remainder 0
6÷3= 2 remainder 0
6÷4= 1 remainder 2
6÷5= 1 remainder 1
6÷6= 1 remainder 0

“Therefore, the factors of 6 are 1, 2, 3, and

6.”
“Did you get it, class?” “Yes, teacher.”

“Now let’s discuss how can we find multiples.”

To find the multiples of a given number,

multiply the number by each positive integer.
For example, to find the multiples of 5, you
would multiply 5 by 1, 2, 3, 4, and so on.
Multiples of 5=5,10,15,20,25, …
Multiples of 9=9,18,27,36,45, …

“Now, we have this method for us to find the

multiple of 2 numbers. This is called LCM.”

Least Common Multiple (LCM)

LCM of two numbers is the smallest positive
integer that is a multiple of both the numbers.
It is the smallest number among the common
multiples of the given two numbers.
Let’s find the LCM of 4 and 6.
 Multiples
4 8 12 16 20 24 …
of 4

Multiples 1
6 18 24 30 36 …
of 6 2

Common multiples =12,24,36, …

Least common multiple =12 “Yes, teacher.”

“Therefore, the least common multiple of 4

and 6 is 12. Did you get it, class?”

“Now, we also have this method for us to find

the factor of 2 numbers. This is called GCF.”

Greatest Common Factor (GCF)

It is the largest positive integer that divides the
given two integers without leaving any
remainder. In other words, it is the largest
number that is a factor of all the given
integers.

“Now let’s try to find the GCF of 12 and 18.

Factors of 1
1 2 3 6 –
12 2

Factors of
1 2 3 6 9 18
18

The largest number that appears in both lists

is 6. “Yes, teacher.”
“Therefore, the GCF of 12 and 18 is 6. Did “None, teacher.”
you get it class?”
“do you have any additional questions?”
“Yes, teacher.”
“Alright, that’s good to hear class. So now, are
you ready for an activity?”

D. APPLICATION
“It seems that you already understand the
topic. Let’s have an activity. I want you to
group yourselves again into 2 groups. Each
group must have a representative to explain “Yes, teacher.”
and show the solutions of their answers on
the board later. Is it clear, class?”
(the pupils are now solving the problem)
“Okay, I will give you 5 minutes to answer and
prepare for your presentation on the board. Group 1 answer:
You may start now.” Find the factors of 30.
Solution:
Group 1 problem: The factors of 30 are the integers that
 Find the factors of 30. divide 30 without leaving any remainder.
30÷1=30and remainder=0 30÷6= 5 and remainder=0
30÷2=15and remainder=0 30÷10=3 and remainder=0
30÷3=10and remainder=0 30÷15=2 and remainder=0
30÷5=6and remainder=0 30÷30=1 and remainder=0

Thus, the factors of 30 are 1, 2, 3, 5, 6, 10,

15, and 30.

Group 2 answer:
Find the multiples of 7 that are less than or
Group 2 problem: equal to 56.
 Find the multiples of 7 that are less than Solution:
or equal to 56. the multiples of 7 as,
7×1=7 7×6=42
7×2=14 7×7=49
7×3=21 7×8=56
7×4=28 7×9=63
Hence, the multiples of 7 that are less than
or equal to 56 are 7, 14, 21, 28, 35, 42, 49,
and 56.

(After 5 minutes)
“Alright class, time is up.”
“Now, let us check your activity. Let us begin (each group is presenting their outputs)
with group 1”

(the checking continues up to the last group) (the pupils are clapping their hands)

“Great job kids. Your answers are all correct.

Give a big round of applause for yourselves.”
“Yes, teacher.”
E. GENERALIZATION
“Okay class, today we have discussed the
topic about “Factors and Multiples, right?”
We have learned about factors and multiples,
the definitions, how to find factors and
multiples, and also the properties of multiples
and factors of a number. We have also
learned some interesting facts about factors
and multiples.
“Factors, teacher.”
“Again what do we call to the numbers that
divides the given number exactly, without
any remainder?” “Multiples, teacher.”
 “Alright, very good. How about, what do we
call to the numbers obtained as a product
of a given number and integers.

“Alright, very good. You really understand (the pupils are listening attentively)
what are the factors and multiples.”
“Learning on how to identify the factors and
multiples are very important because, Factors
and multiples can be used in many real-life
situations, such as finding the number of
seats in a theater or the number of tiles
needed to cover a floor. They are also
important in mathematical concepts like
fractions, ratios, and proportions. Did you get “Yes, teacher.”
it class?”

“Okay, very good!”

IV. EVALUATION
“Okay class, now that you already understand
our topic for today, we will be having our quiz.
Get 1 whole sheet of paper. Answer within 5
minutes only.”
Directions: Solve the following problems
and show your solutions. Copy and Answer.
No cheating with your seatmates.
1. What is the greatest common factor of 12
and 36?
2.Find the multiples of 9 that are less than or
equal to 72 (the students are now answering)

(after 5 minutes)
“Class are you done?” “Yes, teacher.”
Okay class, time is up. Please pass your (the students are passing their papers
papers forward at the count of 5. 1, 2, 3, 4, and forward)
5.”

V.ASSIGNMENT
“Alright, for your assignment. Copy on your
notebook. Pass this tomorrow.”
Direction: Multiple choices. Copy and
answer, then show your solution on how
you get the answer. Choose the correct
answer.
1. Which of the following is a factor of 27?
A. 2 B. 5 C. 9 D. 16
2. What is the sum of the first five multiples of
3?
A. 36 B. 81 C. 108 D. 144
“Goodbye, teacher.”
“Goodbye, class! See you tomorrow.”