School: USAB ELEMENTARY SCHOOL Grade Level: 5

GRADES 1 to 12
Teacher: MEDARD B. LEGASPI Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: AUGUST 19-23, 2024 (WEEK 4) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

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

B. Performance
Standards
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 division a.Identify the multiples of a given number
Competencies/Objecti b.Compute the GCF of the given numbers using continuous division b.Find the common multiples and LCM of two – four numbers using
ves solves real-life problems involving GCF and LCM of 2-3 given numbers. continuous division
Write the LC code for c.Write the LCM of the given numbers using continuous division
each
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
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning strips of cartolina, boxes, Flaglets, flash cards flashcards, strips of cartolina, coins, boxes, ruler
Resources
IV. PROCEDURES
A. Reviewing A.Preliminary Activities 1.Drill
previous lesson or Game – Skip Counting
1.Drill
presenting the Mechanics:
new lesson Game – Flaglets Race a.Divide the pupils into 4
groups.
Have a drill on the basic multiplication facts using
b.Flash the cards one at a
the game “Flaglets Race” time and say, “Give the next
three numbers in the
Mechanics:
sequence.”
a.Divide the class into four groups. The leader gets Example:
the flags.
0, 3, 6, 9, ___, ____
b.The teacher will flash the number written in the
The first group, who can give
cartolina strips.
the correct answer, earns a
c.Ask the first member of each group to give the point.
c.The game continues until all
factors of the number.
cards have been flashed. The
d.The pupil who raises the flag first, gives the group with the most number
of points wins the game.
answer. The team gets the point if the answer is
Review
correct. For every correct answer, a flag is attached
Review how to use the listing
to a maze until a team reaches the finish line. If the
method to get the LCM of the
answer is incorrect, the pupil from the other team
given number.
will give his/her answer.
List some multiplies of two
e.The team whose flaglets reach the finish line first
given numbers.
wins the contest.
Write the common multiplies.
The smallest common
2.Review
multiple is the LCM
Game – Climbing the Ladder “Reach for the Star”
3 6 9 1 1 2 2 2
Mechanics:
2 5 1 4 7
a.Divide the pupils into 2 groups.
b.Flash the cards with numbers. 4 8 1 1 2 2 2 3
c.The pupils identify the number whether it is prime 2 6 0 4 8 2
or composite numbers. The first pupil who answers
Divide the class into 4 groups.
correctly climbs one step of the ladder.
Let each group get the strip of
d.The group who first reaches the top is the winner.
cartolina and complete the
 given chart. Get the LCM
using Listing method.
Num
bers

1)
6
10

2)
1

21

3)
9
12

4)
8
40

B. Establishing a purpose 3.Motivation 3.Motivation

for the 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
bottles. Ask the pupils to tell
school? 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 1.Presentation 1.Presentation
examples/instances of Present this problem to the
Present this problem to the class.
the new lesson 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 Original File Submitted and
Formatted by DepEd Club
many rose plants were sold? What do Kendra and Member - visit
her mother needs to do with the bougainvillea depedclub.com for more

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