Schools Division Office

Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
QUARTER I

Week 8

Subject: MATH Grade Level: IV

Date: November 6, 2023 (Monday) Day : 1

Knowledge: Identifies factors of a given number from 1 to 50.

Skills: list down the factors of the given numbers using the given methods

Values: realize the importance of the multiplication in identifying the factors of a number

II. CONTENT
Identifies factors of a given number up to 100. (M4NS-IIa-64)
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Mathematics for Learners

B. Other Learning Resources Powerpoint presentation, whiteboard, whiteboard marker, flashcards

IV. PROCEDURE

A. Reviewing or presenting the new lesson Drill &Review

Let the pupils answer basic math expressions using multiplication flashcards.
B. Establishing a purpose for the lesson Let the learners find the factor of the given number using the factor bug.
Example:

C. Presenting examples of the new lesson Let the learners analyze the problem:
Chino helped his father in arranging 12 mangoes. They planned to put it in a plate.
What are the possible arrangements of mangoes?

 1 x 12 or 12 x 1 What is the product when the two numbers

 2 x 6 or 6 x 2 are multiplied? Do they have the same
 3 x 4 or 4 x 3
product?

D. Discussing new concepts and practicing  Factors – are numbers multiplied together to get a product.
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

new skills #1 MATHE

 There are ways in getting the factors of a number:
 Using the Factor Tree

12 12 12

1 x 12 2x6 3x4

E. Discussing new concepts and practicing Discuss another method in finding the factors of a number.
new skills #2  The Listing Method
Factors of 12 are 1, 12, 2, 6, 3, and 4
List all the factors in increasing order: 1, 2, 3, 4, 6, and 12
F. Developing Mastery Group the class into 5. Each group needs to give the factors of the given numbers
by using the Factor Tree and Listing Method.

Group 1: 24

Group 2: 28

Group 3: 30

Group 4: 42

Group 5: 48

Check the pupils’ answer.

Provide immediate feedback to incorrect answers.

G. Finding practical applications of concepts Read and solve the problem.

and skills in daily living What number I am, if I am a factor of 50 and I am between 10 and 50?

H. Making Generalizations and abstractions What skill should we practice and develop in order to easily determine the factors
about the lesson of a number?

I. Evaluating learning Direction: Choose the letter of the correct answer.

1. Which of the followin is a factor 16?
A. 2 and 8
B. 3 and 5
C. 4 and 6

2. Which of the following is NOT a factor of 24?

A. 7
B. 8
C. 9

3. Which of the following are the factors of 35?

A. 1, 5, 7, 35
B. 1, 2, 5, 7
C. 1, 3, 5, 12

4. Which are the factors of 15?

A. 1, 2, 3, 4, 6
B. 1, 3, 5
C. 1, 4, 6, 8

5. 6 is a factor of 36 because it ________.

A. “is greater than”
B. “is less than”
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

C. “divides evenly” MATHE

Prepared By: Checked By:

KIMBERLY F. SUERTE MR. ARGIE CASTRO, MT-I

Teacher I Master Teacher In-Charge

Approved By:

JOSEPINA D. VILLAREAL EdD

Principal IV

Date: November 7, 2023 (Tuesday) Day : 2

I. OBJECTIVES
Knowledge: Identifies factors of a given number from 50 to 100.
Skills: list down the factors of the given numbers using the given methods
Values: realize the importance of the multiplication in identifying the factors of a number
II. CONTENT Identifies factors of a given number up to 100. (M4NS-IIa-64)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages Learner’s Module (LM) in Math 4

2. Learner’s Materials Pages
B. Other Learning Resources Powerpoint Presentation, paper, ball pen/ pencil

IV. PROCEDURES
A. Reviewing or presenting the new lesson Review:
 What is a Factor?
 How can we find the factors of a number?

B. Establishing a purpose for the lesson Let the learners use the Factor Tree to identify the factors of the following
numbers.
1. 9 and 10
2. 12 and 14
3. 16 and 18
4. 32 and 36
5. 48 and 50
C. Presenting examples of the new lesson Let the learners complete the factor bugs below.
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
D. Discussing new concepts and practicing  Factors – are numbers multiplied together to get a product.
new skills #1  There are ways in getting the factors of a number:
 Using the Factor Tree

12 12 12

1 x 12 2x6 3x4

E. Discussing new concepts and practicing Discuss another method in finding the factors of a number.
new skills #2  The Listing Method
Factors of 12 are 1, 12, 2, 6, 3, and 4
List all the factors in increasing order: 1, 2, 3, 4, 6, and 12

F. Developing Mastery Group the class into 5. Each group needs to give the factors of the given numbers
by using the Factor Tree and Listing Method.

Group 1: 24

Group 2: 28

Group 3: 30

Group 4: 42

Group 5: 48

Check the pupils’ answer.

Provide immediate feedback to incorrect answers.

G. Finding practical applications of concepts Read and solve the problem.

and skills in daily living What number I am, if I am a factor of 70 and I am between 30 and 70?
H. Making Generalizations and abstractions What skill should we practice and develop in order to easily determine the factors
about the lesson of a number?
I. Evaluating Learning Direction: Using the Factor Tree, list down the factors of the following numbers.
1. 64
2. 72
3. 81
4. 90
5. 100

Prepared By: Checked By: Approved By:

KIMBERLY F. SUERTE ARGIE CASTRO JOSEPINA D. VILLAREAL, EdD.

Teacher I Master Teacher In-Charge Principal IV

 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE

Date: November 8, 2023 (Wednesday) Day : 3

I. OBJECTIVES
Knowledge: Identifies the multiples of a given number up from 1 to 50
Skills: List down the multiples of the given numbers.
Values: Realize the importance of multiplication in getting the multiples of a number
II. CONTENT Identifies the multiples of a given number up to 100. (M4NS-IIa-65)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Learner’s Module (LM) in Math 4
2. Learner’s Materials Pages
B. Other Learning Resources Powerpoint presentation, pen, paper
III. PROCEDURE
A. Reviewing or presenting the new Drill: Let the learners sing the skip counting song.
lesson https://www.youtube.com/watch?v=B_92xNo4OwQ

B. Establishing a purpose for the Let the learners complete the multiplication petals.
lesson

Emphasize to the learners that the numbers in the blue petals are called the multiples of a
number.

C. Presenting examples of the new Let learners analyze the problem below.
lesson
Every morning, keera waters the plants in her garden. She forgot where she planted the
papaya. She wants to know on what number of plant pot she planted the papaya. All she
remembered is it is on 7th plant pot on her right side. Plant pots on her left side are
numbered as 1, 3, 5, 7 and so on. On her right side are numbered as 2, 4, 6, 8 and so on.
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
What do you think is the number of plant pot of Papaya?

D. Discussing new concepts and Let us help Keera by finding first the multiples of 2.
practicing new skills #1
The multiples of a whole number are found by taking the product of any counting number
and that whole number.

2X1=2 2X4=8 2 X 7 = 14

2X2=4 2 X 5 = 10 2 X 8 = 16

2X3=6 2 X 6 = 12 2 X 9 = 18….

Since the multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, the number of plant pot of the
papaya is 14 because it is in 7th plant pot.

E. Discussing new concepts and Multiples are the product of a number and a counting number.
practicing new skills #2
Examples:

9X1=9 9 X 2 = 18 9 X 3 = 27 9 X 4 = 36 9 X 5 = 45 9 X6 = 54 ...

So 9, 18, 27, 36, 45, 54 are multiples of 9.

Multiples of a number can also be formed by adding the same number to the next
multiple:

F. Developing Mastery Identify the first five multiples of the following numbers using the any method.
4 - ____,_____,____,____,_____
8 - ____,_____,____,____,_____
16 - ____,_____,____,____,_____
32 - ____,_____,____,____,_____
48 - ____,_____,____,____,_____

G. Finding practical applications of Analyze and solve this problem.

concepts and skills in daily living
Mark’s age is a 2-digit number which is divisible by 6 and a multiple of 8. He is younger
than 40 years old, how old is he?

H. Making Generalizations and Why is identifying the multiples of a number described as an important math skills?
abstractions about the lesson

I. Evaluating learning Direction: Choose the letter of the correct answer.

1. Which number is a multiple of 3?
A. 27
B. 29
C. 28

2. Which one is a multiple of 4?

A. 33
B. 24
C. 22
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
3. Find the missing multiple. 10: 10, 20, 30, 40, ____, 60, 70,80
A. 100
B. 50
C. 45

4. The product of two factors is called _____.

A. Factors
B. Numbers
C. Multiples

5. Which of the following shows multiples of 5?

A. 0, 2, 4, 6, 8, 10
B. A, B, C, D, E, F
C. 0, 5, 10, 15, 20, 25

Date: November 9, 2023 (Thursday) Day : 4

I. OBJECTIVES

Knowledge: Identifies the multiples of a given number up from 1 to 100.

Skills: List down the multiples of the given numbers.

Values: Realize the importance of multiplication in getting the multiples of a number

II. CONTENT
Identifies the multiples of a given number up to 100. (M4NS-IIa-65)

A. References

1. Teacher’s Guide Pages Learner’s Module (LM) in Math 4

2. Learner’s Materials Pages

B. Other Learning Resources Powerpoint presentation, pen, paper

A. Reviewing or presenting the new lesson Review:

 How do we get the multiples of a number?

B. Establishing a purpose for the lesson Let the learners sing the skip counting song.
https://www.youtube.com/watch?v=B_92xNo4OwQ
C. Presenting examples of the new lesson Let learners analyze the problem below.

Every morning, Keera waters the plants in her garden. She forgot where she
planted the papaya. She wants to know on what number of plant pot she planted
the papaya. All she remembered is it is on 7th plant pot on her right side. Plant
pots on her left side are numbered as 1, 3, 5, 7 and so on. On her right side are
numbered as 2, 4, 6, 8 and so on. What do you think is the number of plant pot of
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

Papaya? MATHE
D. Discussing new concepts and practicing Let us help Keera by finding first the multiples of 2.
new skills #1
The multiples of a whole number are found by taking the product of any counting
number and that whole number.

2X1=2 2X4=8 2 X 7 = 14

2X2=4 2 X 5 = 10 2 X 8 = 16

2X3=6 2 X 6 = 12 2 X 9 = 18….

Since the multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, the number of plant
pot of the papaya is 14 because it is in 7th plant pot.

E. Discussing new concepts and practicing Multiples are the product of a number and a counting number.
new skills #2
Examples:

9X1=9 9 X 2 = 18 9 X 3 = 27 9 X 4 = 36 9 X 5 = 45 9 X6 = 54 ...

So 9, 18, 27, 36, 45, 54 are multiples of 9.

Multiples of a number can also be formed by adding the same number to the next
multiple:

F. Developing Mastery Identify the first five multiples of the following numbers using the any method.

60 - ____,_____,____,____,_____

72 - ____,_____,____,____,_____

81 - ____,_____,____,____,_____

98 - ____,_____,____,____,_____

100 - ____,_____,____,____,_____

G. Finding practical applications of Analyze and solve this problem.

concepts and skills in daily living
Mark’s age is a 2-digit number which is divisible by 6 and a multiple of 8. He is
younger than 40 years old, how old is he?

H. Making Generalizations and abstractions Why is identifying the multiples of a number described as an important math
about the lesson skills?

I. Evaluating learning Direction: Choose the letter of the correct answer.

 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
1. Which number is a multiple of 4?
A. 27
B. 29
C. 28

2. Which one is a multiple of 8?

A. 32
B. 26
C. 22

3. Find the missing multiple. 100: 100, 200, 300, 400, ____, 600, 700,800
A. 1000
B. 500
C. 450

4. The product of two factors is called _____.

A. Factors
B. Numbers
C. Multiples

5. Which of the following shows multiples of 50?

A. 0, 20, 40, 60, 80, 100
B. A, B, C, D, E, F
C. 0, 50, 100, 150, 200, 250

V. REMARKS

Prepared By: Checked By:

KIMBERLY F. SUERTE MR. ARGIE CASTRO, MT-I

Teacher I Master Teacher In-Charge

Approved By:

JOSEPINA D. VILLAREAL EdD

Principal IV

Date: November 10, 2023 (Friday) Day : 5

I. OBJECTIVES

Knowledge: Identifies factors of a given number up to 100.

Skills: Identifies multiples of a given number up to 100.

 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
Values: Follows instructions correctly in answering the test

II. CONTENT
Weekly Test

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

B. Other Learning Resources

IV. PROCEDURE

A. Reviewing or presenting the new lesson Have a short recall on the following lessons:

1. Identifying Factors of A Number

What ways can we use to identify the factors of a number?

(Call volunteers to answer the question)

2. Identifying Multiples of A Number

How can we identify the multiples of a Number?
(Call volunteers to answer the question)

B. Establishing a purpose for the lesson Set standards in taking a test.

C. Presenting examples of the new lesson A. Direction: Choose the letter of the correct answer.
1. Which of the followin is a factor 16?
A. 2 and 8
B. 3 and 5
C. 4 and 6

2. Which of the following is NOT a factor of 24?

A. 7
B. 8
C. 9

3. Which of the following are the factors of 35?

A. 1, 5, 7, 35
B. 1, 2, 5, 7
C. 1, 3, 5, 12

4. Which are the factors of 15?

A. 1, 2, 3, 4, 6
B. 1, 3, 5
C. 1, 4, 6, 8

5. 6 is a factor of 36 because it ________.

A. “is greater than”
B. “is less than”
C. “divides evenly”
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
B. Direction: Choose the letter of the correct answer.
1. Which number is a multiple of 4?
A. 27
B. 29
C. 28

2. Which one is a multiple of 8?

A. 32
B. 26
C. 22

3. Find the missing multiple. 100: 100, 200, 300, 400, ____, 600, 700,800
A. 1000
B. 500
C. 450

4. The product of two factors is called _____.

A. Factors
B. Numbers
C. Multiples

5. Which of the following shows multiples of 50?

A. 0, 20, 40, 60, 80, 100
B. A, B, C, D, E, F
C. 0, 50, 100, 150, 200, 250
D. Discussing new concepts and practicing
new skills #1

E. Discussing new concepts and practicing

new skills #2

F. Developing Mastery

G. Finding practical applications of

concepts and skills in daily living

H. Making Generalizations and abstractions

about the lesson

I. Evaluating learning

VI. REMARKS
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
Prepared By: Checked By:

KIMBERLY F. SUERTE MR. ARGIE CASTRO, MT-I

Teacher I Master Teacher In-Charge

Approved By:

JOSEPINA D. VILLAREAL EdD

Principal IV