School: LAPOGAN INTEGRATED SCHOOL Grade Level: V

GRADE 5 Teacher: LUISA F. GARCILLAN Learning Area: MATHEMATICS

DAILY LESSON Teaching Dates and
LOG Time: SEPTEMBER 18-22,2023 (WEEK 4) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
1.understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

B. Performance Standards
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical
problems and real-life situations.

C. Learning a.Find the common factors and the GCF of two – four numbers using continuous a.Identify the multiples of a given number
Competencies/Objectives division b.Find the common multiples and LCM of two – four numbers
Write the LC code for each b.Compute the GCF of the given numbers using continuous division using continuous division
M5NS-Id-68.2/Page 54 of 109 c.Write the LCM of the given numbers using continuous
division
M5NS-Id-69.2/ Page 54 of 109
II. CONTENT Finds the common factors and the GCF of two - four numbers using continuous division Finds the common multiples and LCM of two - four numbers
using continuous division
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages  DLP Gr. 5 Module 9 DLP Gr. 5 Module 11
 BEAM LG Gr. 6 – NumberTheory  BEAM LG Gr. 6 – NumberTheory
 Lesson Guide in Elem.Math Gr. 5 p.33, Gr. 6 p.148  Lesson Guide in Elem.Math Gr. 5 p.44, Gr. 6 p.151
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources strips of cartolina, boxes, Flaglets, flash cards flashcards, strips of cartolina, coins, boxes, ruler
IV. PROCEDURES
A. Reviewing previous lesson A.Preliminary Activities 1.Drill
or presenting the new 1.Drill Game – Skip Counting
lesson Mechanics:
Game – Flaglets Race
a.Divide the pupils into 4
Have a drill on the basic multiplication facts using the groups.
b.Flash the cards one at a
game “Flaglets Race”
time and say, “Give the next
Mechanics: three numbers in the
sequence.”
a.Divide the class into four groups. The leader gets the
Example:
flags.
0, 3, 6, 9, ___, ____
b.The teacher will flash the number written in the
cartolina strips. The first group, who can give
the correct answer, earns a
c.Ask the first member of each group to give the factors
point.
of the number. c.The game continues until all
cards have been flashed. The
d.The pupil who raises the flag first, gives the answer.
group with the most number
The team gets the point if the answer is correct. For of points wins the game.
Review
every correct answer, a flag is attached to a maze until a
Review how to use the listing
team reaches the finish line. If the answer is incorrect,
method to get the LCM of the
the pupil from the other team will give his/her answer.
given number.
e.The team whose flaglets reach the finish line first wins
List some multiplies of two
the contest.
given numbers.
Write the common multiplies.
2.Review
The smallest common
Game – Climbing the Ladder “Reach for the Star”
multiple is the LCM
Mechanics:
3 6 9 12 15 21
a.Divide the pupils into 2 groups.
b.Flash the cards with numbers.
4 8 12 16 20 24
c.The pupils identify the number whether it is prime or
composite numbers. The first pupil who answers Divide the class into 4 groups.
Let each group get the strip of
 correctly climbs one step of the ladder. cartolina and complete the
d.The group who first reaches the top is the winner. given chart. Get the LCM
using Listing method.
Numbers

1) 6
10

2) 10
21

3) 9
12

4) 8
40

B. Establishing a purpose for the 3.Motivation 3.Motivation

lesson Show a picture of a girl helping her mother in their
Show a picture of a boy and a
garden. Ask the pupils to tell something about the
picture. Elicit the value of helpfulness. girl collecting used plastic
Ask: how do you show helpfulness at home? In school?
bottles. Ask the pupils to tell
Is it good to be helpful? Why?
something about the picture.
Elicit the value of recycling
used objects.
Ask: What are the objects that
can be recycle? What do you
do in the used objects like
plastic bottles, used papers,
glass bottles etc,. What are
 the good effects of recycling
in our environment?
C. Presenting examples/instances 1.Presentation 1.Presentation
of the new lesson Present this problem to the
Present this problem to the class.
class.
Have the pupils read the
problem. Then ask: What did
Richard and Francis collected?
What does the problem ask
for? How will you solve for
the answer to the problem?
Can you think of ways to solve
Have the pupils read the problem. Then ask: it?
How many bougainvillea plants were sold? How many Original File Submitted and
Formatted by DepEd Club
rose plants were sold? What do Kendra and her mother Member - visit
needs to do with the bougainvillea plants and rose depedclub.com for more

plants? How will you solve for the answer to the

problem?
a.Using the same given numbers 36 and 60, find the GCF
by using continuous division.
b.Guide the pupils to get the GCF of the given numbers.
•Ask the pupil to write the number horizontally.
36 60
•What prime number can divide 36 and 60? (12)
2 36 60
•Ask the pupils to divide the numbers by the given
prime number. Write the quotients below the dividends.
2 36 60
18 30
•Continue the process until none of the numbers have a
 common divisor.
2 36 60
2 18 30
3 9 15
3 5
Therefore the GCF is 2 x 2 x 3 = 12.
•What is the GCF of 36 and 60?
•How did you get the GCF of 36 and 60?
By getting the product of all the prime divisor or the
common factors, we obtain the GCF of the given
numbers.
D. Discussing new concepts and Performing the Activities 2.Performing the Activities
practicing new skills #1 Group the pupils into 4 working teams and have them Group the pupils into 5
perform the task using continuous division. groups. Give each group a
1.Richard bakes 42 cupcakes and 54 cookies. He plans to Manila paper and pentel pen
pack them separately in small boxes. What is the biggest for their solutions and answer
number of cupcakes and cookies that can be placed in s. Tell the pupils that
boxes if these are of the same number? there are three ways of
Solution: 2 42 54 Prime divisors getting the LCM the listing,
3 21 27 are (2 x 3) prime factorization and the
7 9 GCF is 6 continuous division.

2.There are 12 grade V and 18 grade VI pupils who will 8 1 2 3 4 4 5 6 7 8 8 9

join the basketball team. What is the greatest number 6 4 2 0 8 6 4 2 0 8 6
of Grade V and Grade VI pupils that can be grouped
together if all pupils are to be included?
Prime divisors 1 2 3 4 6 7 8 9 1 1 1 1
Solution: 2 12 18
3 4 6
are (2 x 3)
2 4 6 8 0 2 4 6 0 2 3 4
2 3 GCF is 6
8 0 2 4
1. If the numbers are 81 and 99,
what is the GCF?
Solution: 3 81 99 1.By Listing Method
Prime divisors
3 9 33
are (3 x 3)
GCF is 9
 2.By Prime Factorization
3 11 8 =2x2x2
12 = 2 x 2 x 3
3Name the common factors of 39, 65, 117 LCM = 2 x 2 x 2 x 3
Solution:
13 39 65 117 Prime 3.Using the same given
13 5 9 divisor is 13 numbers 8 and 12, find the
GCF is 13 multiples and the LCM by
using continuous division.
Guide the pupils to get the
4.Find the GCF of 25 75 105 120 multiples and the LCM of the
Solution: 5 25 75 105 120 given numbers.
Prime 2 8 12
5 15 21 2 divisor is 5 2 4 6 Therefore
GCF is 5 the LCM is 2 x 2 x 2 x 3 =.24
2 3
•What is the LCM of 8 and
12?
•How did you get the LCM of
8 and 12?
By getting the product of all
the prime divisor and the last
set of quotients we get the
Least Common Multiples
(LCM).
E. Discussing new concepts and 3.Processing the Activities 3.Processing the Activities
practicing new skills #2 Ask the groups to present and discuss their answers on Let the groups present their
the board. outputs.
Expected answer: Ask: How did you solve the
• We solved problem by continuous division, we correct answer? Which
multiply the prime divisors to get the GCF. multiples are common to 8
and 12? What is the smallest
multiple common to 8 and
12?
Expected answer:
•We solved problem by listing
method
•We get the LCM using prime
factorization
•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 4.Reinforcing the 4.Reinforcing the
(Leads to Formative Concepts/Lesson
Concepts/Lesson
Assessment 3) Discuss the presentation on
A.Discuss the presentation page 4 of LM Math Grade 5,
and then give the following
on top of page 1 of LM Math
exercises.
Grade 5. A. Find the least
common multiples of the
B.Have the pupils do the
following pairs of numbers
following activities. using continuous division.
a)25 and 50
C.Find the common factors
b)b) 7 and 14
and the GCF of the following c)c) 4, 6, 8, and 9
d)6 , 9 and 18
pairs of numbers using
e)e) 3, 8 and 15
continuous division. f)f) 7, 9, 21 and 63
Ask pupils to work on
a)50 and 100
exercises A and B under Get
b) 66 and 99 Moving on pages 4 and 5 LM
Math Grade 5. Check the
c) 9, 27 and 81
pupils’ answers. For mastery,
d)12 , 16 and 24 have them answer the
exercises under Keep Moving
e) 18, 30 and 42
on page 5 of LM Math Grade
Ask pupils to work on 5. Check on the pupils’
answers.
exercises A and B under Get
Moving on pages 1 and 2
LM Math Grade 5. Check the
pupils’ answers. For
mastery, have them answer
the exercises A and B under
 Keep Moving on page 2 and
3 of LM Math Grade 5.
Check on the pupils’
answers.
G. Finding practical applications of 6.Applying to New and 6.Applying to New and Other
concepts and skills in daily Situations
Other Situations
living Have the pupils do the
Have the pupils do the exercises under Apply Your
Skills on page 5, LM Math
exercises under Apply Your
Grade 5. Encourage some
Skills on page 3 LM Math pupils to show and discuss
their answers.
Grade 5. Encourage some
pupils to show and discuss
their answers.
60 90 105 195
H. Making generalizations and 5.Summarizing the Lesson 5.Summarizing the Lesson
abstractions about the lesson Summarize the lesson by
Summarize the lesson by
asking:
asking: What is Least Common
Multiple (LCM) of two given
What is Greatest Common
number?
Factor (GCF) of two given How do we find the Least
Common Multiple (LCM) of
number?
two given numbers using
How do we find the continuous division?
•Least Common Multiple
Greatest Common Factor
(LCM) is the smallest non-zero
(GCF) of two given numbers number that is a multiple of
all the numbers in the set.
using continuous division?
Continuous division in finding
•Greatest Common Factor the LCM is done following the
steps below:
or GCF is the biggest factor
•Write the number
common to two numbers. horizontally and find a prime
number that will divide the
Continuous division is done
 following the steps below: numbers, if possible.
•Divide by that prime number
•Write the number
and write the quotients below
horizontally and find a the dividends. Copy any
numbers not divided below
prime number that will
the dividend.
divide the numbers, if •Continue the process until
no two numbers have a
possible.
common prime divisor.
•Divide by that prime •Multiply all the prime
divisors and the last set of
number and write the
quotients to get the LCM
quotients below the
dividends. Copy any
numbers not divided below
them.
•Continue the process until
no two numbers have a
common prime divisor.
•Multiply all the prime
divisors common to the
given numbers to get the
GCF.
I. Evaluating learning 1. C.Assessment C.Assessment
Find the Greatest Common Find the Least Common
Factor (GCF) of the given Multiple (LCM) of the given
pairs of numbrs by pairs of numbers by
continuous division. continuous division.
1)16 and 24 1)12 and 18
5) 18, 27 and 36 2)11 and 99
3)5, 10 and 30
9) 48, 56, 64 and 4)4, 5 and 16
72 5)9, 54, 90 and 108
2)20 and 30
 6) 36, 45 and 66
10) 27, 45, 63, and 81
3)21 and 35/7) 36, 60, 84
and 108
4)32 and 40 / 8) 12, 16, 24
and 36
J. Additional activities for D. Home Activity Provide the following
application or remediation Remediation exercise. You may give more.
Provide the following Find the LCM of the following
exercise. You may give numbers.
more. 1) 3 4 6
Find the GCF of the 3) 4 6 12
following numbers. 2 2 3 5 4) 3 6 15
1) 9 12/ 3) 18 24 32
5)
21 28 35 42
2) 15 20
4) 13 39 52
6) 10 12 14 18

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
 solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked and Verified by: Noted:

LUISA F. GARCILLAN HERNALYN C. DUNGCA ROSALINDA B. GARCILIAN

T-III, Math 5 Teacher Elementary Department Head Principal I