Republic of the Philippines

Department of Education
REGION 02-CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
CAPUGOTAN ELEMENTARY SCHOOL

A Detailed Lesson Plan in Mathematics 4

Greatest Common Factor

I. Objectives
At the end of the lesson, pupils should be able to:
a. write a given number as a product of its prime factors;
b. find the common factors and the greatest common factor (GCF) of two numbers using the
following methods: listing, prime factorization, and continuous division; and
c. solve real-life problems involving GCF of 2 given numbers.
II. Subject Matter
A. Topic: Finding the Common Factors and the Greatest Common Factor of Two Numbers
B. Reference: Mathematics Quarter 2 – Module 2: Greatest Common Factor PG. 1-20
C. Material: tv, laptop, slide presentation, chalk,
D. Value Focus: Helpfulness/Alertness

III. Procedure

Teacher’s Activity Pupil’s Activity

A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of attendance
4. Discussing the Health and Safety
protocols of IATF
5. Discussing New Normal Classroom
rules
B. Preparatory Activities
1. Review
Take a look at these examples. Tell
whether the number is a prime or
composite number.

(I will flash a number on the screen

and call pupils to identify whether it
is a prime or composite number)
(Pupils will identify if the number is a prime or
17 25 23 56 36 composite number)
17 Prime number

25 Composite number

23 Prime number

56 Composite number

36 Composite number
 Very good!
2. Motivation
We will have a game and we will
call it “Mix and Match”. In this
game, I will distribute numbers cards
to all of you. When I say “Mix”, all
of you will mix with one another.
When I say “Match” you look for a
partner who is holding a number that
when you multiply both numbers it
will give the answer that I am
holding.

Are you ready, class? Yes, ma’am!

Okay! Then let’s start the game.
(I will say “Mix” and will flash
number one by one) (The pupils will mix with one another)
5 3 1 2 8 10
35 10 54
4 7 9 6 4 11
12 44 16

(I will say “Match” and the pupils (Pupils will find their “Match” to get the
will find their partner) answer which is the teacher holding)

35 7 5

10 1 10

54 9 6

12 4 3

44 4 11

16 2 8

Very good!
What have you realized after the
Ma’am!
game?
We have realized that we have to find the
Yes, Prince?
correct pair of the number to get the correct
answer.
What value do you need to possess
in order to find the correct pair of the
number? We need to be alert in order to find the pair of
the number.
That’s true. We need to be alert in
everything we do in order to finish
everything in time.
Just like in the game, numbers do
have their partner. Without this
partner, we cannot get the answer
that we need.
let’s see what these pairs being
talked about in our new lesson.

3. Setting of Objectives

At the end of the lesson, pupils should

 be able to:
a. write a given number as a product
of its prime factors;
b. find the common factors and the
greatest common factor (GCF) of
two numbers using the following
methods: listing, prime
factorization, and continuous
division; and
c. solve real-life problems involving
GCF of 2 given numbers.
(Pupils will read and understand the word
C. Developmental Activities problem)
1. Presentation

Let us read the word problem.

Arnel helps his father in their bakeshop. They
baked 48 cupcakes and 60 cookies. They plan to
pack them separately in small boxes. What is the
biggest number of cupcakes and cookies that can Ma’am!
be placed in boxes if these are of the same
They baked cookies and cupcakes
numbers.
48 cupcakes
What did Arnel and his father baked? 60 cookies
Yes, Althea?
they plan to pack them separately in small
boxes with the same number.
How many cupcakes were baked?
Yes, Ma’am!
How many cookies were baked?

What do Arnel and his father plan to do (Pupils will think of ways on solving the
with the cupcakes and cookies? problem)
Can you solve the problem of Arnel and
his father?

Now, try to think of a way on solving

the problem of Arnel and his father.

You will solve this problem by pairs.

Your seatmate will serve as your partner
in solving this problem. (Pupils will share their solution on the board.)

You can use any method in solving it

and later on you will be presenting your
output by pair. We used listing method ma’am.
We also used the prime factorization ma’am.
Now let’s see if you have found the
solution of the problem.

What are the methods you use in the

problem?
Ma’am!

That’s right! Those are some ways of

Common factors- 1, 2, 3, 4, 6, and 12
solving the problem.

What are the common factors of 40 and

68? 12 ma’am! (Everybody answered)
 Yes, Lance?

Very good!

What factor of 48 and 60 is the greatest?

So, 12 is the greatest common factor of Ma’am!

48 and 60. Greatest Common Factor or
GCF is the greatest common factor to 2
numbers. They can pack the cupcakes and cookies by 12
ma’am.
How could Arnel and his father pack the
cupcakes and cookies?

Yes, Airob?

That’s right! 1,2, 3, 4, 6, 8, 12, 16, 24, and 48

2. Discussion 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60
We can find the Greatest Common
Factor (GCF) of a number in three ways. 1, 2, 3, 4, 6, and 12
A. By Listing Method
List down the factors of 48.
12 ma’am.
List down the factors of 60.

What are the common factors?

What is the greatest common factor

of 48 and 60?

That’s right!

B. Another way of finding the

greatest common factor of 48
and 60 is by prime factorization.
We will write 48 and 60 as a product
of its prime factors using a factor
tree.

48 60

2 x 24 2 x 30 Ma’am!

3x4 2 x 15 48-2x2x2x2x3
60-2x2x3x5
2x2 3x5
2x2x3
What are the prime factors of 48 and
60? The GCF of 48 and 60 is 12 ma’am

Yes, Angel?

Multiply all the common factors.

What is the Greatest Common

Factor?

Very good!

C. We can also solve the problem

by using the Continuous
Division.
 Here’s how we can do it.

2 48 60 The GCF of 48 and 60 is 12 ma’am

2 24 30
3 12 15
4 5

To get the GCF multiply all the

divisors.
To find the GCF of two given numbers, we can
We have 2 x 2 x 3 = 12 use the Listing Method, Prime Factorization
What is the GCF of 48 and 60? and Continuous division, ma’am
(I will give other pairs of numbers
and let the pupils identify the GCF
of the numbers)

D. Generalization
How do we get the Greatest Common
Factor (GCF) of numbers, class?

Very good!

E. Application

Activity 1. Find the Greatest

Common Factor (GCF) by
completing the needed data.

1. 6 : 1, __, 3, 6 12 : 1, 2, 3, 4, __, 12
Common
Factors :___________________
GCF :______
2. 9 : 1, __, 9 12 : 1, 2, 3, 4, __, 12
Common
Factors :___________________
GCF :______
3. 10 : 1, 2, 5, __ 15 : 1, 3, __, 15
Common
Factors :___________________
GCF :______
4. 20 : 1, 2, 4, 5, __, 20 40 : 1, 2, 4,
5, 8, 10, __, 40
Common
Factors :___________________
GCF :______
5. 21 : 1, 3, 7, __ 35 : 1, 2, 5, __, 15,
30 Common
Factors :___________________
GCF :_____

IV. Evaluation
V. Assignment

Prepared by: Checked:

JENNY MAE Q. CULALABE MADONNA S. PATTALITAN

Teacher-Aide/LSB Head Teacher I

Republic of the Philippines

Department of Education
REGION 02-CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
CAPUGOTAN ELEMENTARY SCHOOL
 A DETAILED LESSON PLAN IN MATHEMATICS 4
Solving Word Problems Involving Greatest Common Factor

I. Objectives
At the end of the lesson, pupils should be able to:
a. write a given number as a product of its prime factors;
b. find the common factors and the greatest common factor (GCF) of two numbers using the following
methods: listing, prime factorization, and continuous division; and
c. solve real-life problems involving GCF of 2 given numbers.

II. Subject Matter

A. Topic: Finding the Common Factors and the Greatest Common Factor of Two Numbers
B. Reference: Mathematics Quarter 2 – Module 2: Greatest Common Factor PG. 1-20
C. Material: TV, laptop, slide presentation, chalk,
D. Value Focus: Helpfulness/Alertness

III. Procedure

Teacher’s Activity Pupils Activity

A. Preliminary Activities
1. Prayer
(Pupils will pray)
2. Greetings
3. Checking of attendance
4. Discussing the Health and Safety protocols of
IATF
5. Discussing New Normal Classroom rules (Pupils listen attentively to the new normal
rules)
B. Preparatory Activities
1. Review

What is our lesson yesterday, class?

Yes, Alvin? Ma’am!

That’s right!
Who can enumerate the 3 ways on how to It is about Greatest Common factor ma’am.
find the GCF of 2two numbers?

Yes, Nicole?
Ma’am!

That’s great! First is the listing method. Second is Prime

Factorization/Factor Tree and the last way
2. Motivation in finding the GCF is the Continuous
Let us have first some of the concepts that Division ma’am!
can help you understand Greatest Common
Factor (GCF).
A. Write each number as a product of its
two factors.
1. 42 = ____________
2. 43= ____________
3. 38= ____________
4. 81 = ____________ (5 Grade 4 pupils will answer the given
5. 50 = ____________ problem)
7x6
(I will call 5 pupils to answer the question 1 x 43
on the board) 2 x 19
 9x9
Amazing Job, class! 5 x 10

C. Lesson Proper/Developmental Activities

1. Presentation
Our topic for today is on how to Solve Word
Problems Involving Greatest Common Factor

Let us start learning the new concept with the

help of this story problem.

Read the story problem.

Mrs. Santos is preparing emergency kits to be

given to each class in Grade 4. She has 30
bottles of water and 20 canned food, which she (Pupils will Read the story problem)
would like to distribute equally among the kids
with no items left. What is the greatest number
of kits can she make? Ma’am!

What can you say about Mrs. Santos? What Mrs. Santos love the pupils. She is
kind of person is she? generous.

Yes, MJ? (pupils will try to solve the given problem)

How will you solve the problem?

We will find out whether you answered the

problem properly and correctly.

2. Discussion
The problem is about finding the Greatest
Common Factor because it requires us to find
the greatest quantity of equal groups that we
can make with the bottles of water and cans of
food.

So, we can use the 4-step plan in solving for the

answer.

Step 1. Understand
What is The greatest number of kits that
asked in Mrs. Santos can make
the
problem
?
What 30 bottles of water, 20 cans of
facts are food
given?
STEP 2. Plan
How will By finding the Greatest Common
you Factor (GCF)
solve the
problem
?
STEP 3. Solve
 Step 4. Check and Look Back
What is the answer to The greatest number
the problem? of kits is 10. (pupils will answer the word problem)

Therefore, 10 is the greatest possible number of

kits that Mrs. Santos can make.

3. Application

Let us see if you already know how to solve Yes, ma’am! (they all answered)
word problems involving Greatest Common
Factor (GCF). Read each problem and answer
the questions that follow on your notebook.
1. Cassandra is creating individual servings of
dessert. She has 16 pili nut candies and 24
chocolates. If she wants each serving to be
identical, with all food included in the servings,
what is the greatest number of servings
Cassandra can create?
These are as follow:
a. What is asked in the problem?
1. Understand
b. What facts are given?
a. What does the problem ask for?
c. How will you solve the problem?
b. What facts are given?
d. Show your solution.
2. Plan How will you solve the problem?
e. What is the answer to the problem?
3. Solve How is the solution done?
4. Check and look back What is the answer
Are you done class?
to the problem
(we will check their answers by calling some
pupils to solve it on the board and reward them
after they solve it)

D. Generalization

What are the 4 step-plan that we need to remember

in solving word problems involving Greatest
Common Factor?

Awesome class! I hope you do not forget those

steps in solving a word problem.

IV. Evaluation

Read and understand the problem, then answer the questions that follow.
 Mrs. Perez has 45 pencils and 60 pens to be given to her pupils. Each pupil must receive the
same number of pens and pencils and there will be no pens or pencils left. What is the
greatest number of pupils in her class?

1. What is asked in the problem?

2. What facts are given?
3. How will you solve the problem?
4. Show your solution.
5. What is the answer to the problem?

V. Assignment

What is Least Common Multiple (LCM)?

Prepared by: Checked:

JENNY MAE Q. CULALABE MADONNA S. PATTALITAN

Teacher-Aide/LSB Head Teacher I
 Republic of the Philippines
Department of Education
REGION 02-CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
CAPUGOTAN ELEMENTARY SCHOOL

A DETAILED LESSON PLAN IN MATHEMATICS 4

“Least Common Multiple”

Grade: Grade 4 Time: 10:00-10:50 AM

Section: A

I. Objectives
At the end of the lesson, pupils should be able to:
a. find the common multiples and the least common multiple (LCM) of two numbers using the
following methods: listing, prime factorization, and continuous division; and
b. solve real-life problems involving LCM of 2 given numbers

II. Subject Matter

A. Topic: “Least Common Multiple”
B. Reference: Mathematics Quarter 2 – Module 3: Least Common Multiple, pg. 1-22
C. Material: TV, laptop, slide presentation, chalk,
D. Value Focus: Helpfulness/Alertness

III. Procedure
Teacher’s Activity Pupil’s Activity
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of attendance
4. Discussing the Health and Safety
protocols of IATF
5. Discussing New Normal
Classroom rules
B. Preparatory Activities
1. Review
Last time we discuss about
“GCF” Ma’am!
Who can enumerate the 3 ways
of solving GCF? The 3 ways in solving the GCF are Listing
Method, Prime Factorization and Continuous
Yes, Angelo? Division ma’am.
Awesome!

Now, let us review first some

of the concepts that can help
you understand our new lesson

Find the Greatest Common

Factor (GCF) of the given pair
 of numbers using any of the
following methods: listing, (Pupils will find the GCF using any of the 3
prime factorization, and methods)
continuous division.

8 and 12
7 and 14
2. Motivation
Before we start our lesson. Let’s
have “TOWER CLIMB”

Try to find the Least Common

Multiple (LCM) of 3 and 4 using
Tower Climb.
Follow the steps:
1. Copy the tower shown in a
piece of paper.
2. Write 3 and 4 in the base
blocks. 3. Climb the tower by skip
counting. Use the given numbers
to give their multiples, write the
next number in the next block
(upward direction).

(they will write their answer based on their

observation)

I observed that the first 4 multiples of 3 are:

Now, fill in the needed data based
1. ____ 2. ____ 3. ____ 4. ____
from your observation.
I observed that the first 4 multiples of 4 are:
5.____ 6. ____ 7. ____ 8. ____
I observed that the first common multiple of 3
and 4 is:
9. ____
Their Least Common Multiple (LCM) is:
10.____

3. Lesson Proper
1. Presentation
Our topic for today is about
Least Common Factor (LCM) The Grade 4 pupils of Ms. Rachel participated
in the recycling activity of the school. They
Let us start learning the new collected plastic bottles and arranged them in
concept with the help of this boxes of 4 and 6. What is the least possible
story problem. Read the story number of bottles that the class gathered?
problem.
Ma’am!

What is asked in the problem? The least possible number of bottles that the
class gathered.
Yes, Ivy?

Excellent!
Ma’am!
What are the given facts that
can help you solve the
problem? boxes of 4, boxes of 6

Yes, Althea?
 Very good! Ma’am!

What can you say about the They are helping restore our planet by means
class of Ms. Rachel? of recycling.

Yes, Edrian?

Very good!

This problem is about finding

the least common multiple
because it requires us to find
the least possible number of
bottles that the class gathered.

2. Discussion
So, Least Common Multiple
(LCM) is the smallest multiple
common to the given numbers.
You can find the answer to the
given problem using different
methods.

Method 1. Listing Method

List the multiples of 4 and 6.

multiples of 4: 4, 8, 12, 16, 20,

24, 28, 32, 36, 40, 44, …
multiples of 6: 6, 12, 18, 24,
30, 36, 42, 48, 54, 60, 66, …
Find the common multiples of
4 and 6.
Common Multiples: 12, 24,
36, …

Get the smallest or Least

Common Multiple (LCM) of 4
and 6.
LCM: 12 (someone will volunteer to go the board and
answer the given data)
Method 2. Prime
Factorization 4 6

Who wants to go the board and 2 2 3 2

find the GCF of the given
4=2x2
number using prime
6=2x3
factorization?

4 and 6

Continuous Division is done following the

Let’s proceed to the third steps below.
method: Continuous Division 1. Write the numbers horizontally and find a
prime number that will divide the numbers, if
Kindly please read the steps.
possible.
 2. Divide the numbers by that prime number
and write each quotient below the respective
dividends. Copy any numbers not yet divided
below the dividend.
Okay let’s solve. 3. Continue the process until all the quotients
are 1.

Multiply all the prime divisors

to get the LCM.
2 x 2 x 3 x 1 x 1 = 12
LCM :12
Yes, Ma’am!
Therefore, the least possible
number of bottles that the class
gathered is 12. None, Ma’am.

Is it clear, class?

Any question or clarification?

Let us see if you already know

how to find the Least Common
Multiple (LCM) of a given
pair of numbers

3. Application

Activity 1. Find the first 3

common multiples and the
Least Common Multiple
(LCM) of each pair of
numbers. Some of the
multiples are already given.

Yes, Ma’am!

Are you done class?

Least Common Multiple (LCM) is the
Very good! You are doing smallest multiple common to the given
great! numbers.
 4. Generalization

What is LCM again, class? By using three different ways: listing method,
prime factorization and continuous division.

That’s right!
and how to find the LCM of
two numbers?

Awesome!
And for that, bring out 1 whole
sheet of paper and do this
activity.

IV. Evaluation
Find the Least Common Multiple (LCM) of the given pair of numbers using any of the following
methods: listing, prime factorization, and continuous division.
1. 11 and 22
2. 10 and 20
3. 12 and 3
4. 8 and 24
5. 4 and 16

V. Assignment
Let us try some more.
A. Find the Least Common Multiple (LCM) of the given pair of numbers using any of the following
methods: listing, prime factorization, and continuous division.
1. 8 and 12
2. 20 and 30

Prepared by: Checked:

JENNY MAE Q. CULALABE MADONNA S. PATTALITAN

Teacher-Aide/LSB Head Teacher I

Republic of the Philippines

Department of Education
REGION 02-CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
CAPUGOTAN ELEMENTARY SCHOOL

A DETAILED LESSON PLAN IN MATHEMATICS 4

 “Fractions”

Grade: Grade 4 Time: 10:00-10:50 AM

Section: A
I. Objectives
At the end of the lesson, pupils should be able to:
a. identify proper fractions, improper fractions and mixed numbers;
b. change improper fractions to mixed numbers and vice versa; and
c. change fractions to lowest terms.

II. Subject Matter

A. Topic: “Fractions”
B. Reference: Mathematics Quarter 2 – Module 4: Fractions
C. Material: TV, laptop, slide presentation, chalk,
D. Value Focus: Cooperating and Focus on the lesson

III. Procedure
Teacher’s Activity Pupil’s Activity
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of attendance
4. Discussing the Health and Safety
protocols of IATF
5. Discussing New Normal
Classroom rules
B. Preparatory Activities
1. Review
Ma’am!
What is our last lesson, class?
Our previous lesson is about Least Common
Yes, Ayesha? Multiple ma’am!

Awesome!

Okay class, give the fraction for

the shaded part in the picture.

(pupils raised their hands)

(pupils will go the board and answer the given

shaded picture)

Which is the numerator?

(some pupil will answer orally)
Which is the denominator?
Is the numerator less or greater
than the numerator?

2. Motivation
Take a look with this picture class.
 (show picture using power-point Ma’am!
presentation)
Where do you think they are? They are in the market ma’am.

Yes, Prince?
That’s right!

How many of you go to the market (majority of them raised their hands)
with your parents?

3. Lesson proper
1. Presentation
On Saturday morning, Albert
accompanied his mother to the
market to buy ingredients for
their dish. They bought ¾
kilogram of potatoes, 5/4
kilograms of chicken, and a 1
¼ kilograms of meat. Albert
carried the ingredients in going
home.
Ma’am!
What ingredients did Albert
and his mother buy? Potatoes, chicken and meat

Yes, Kenneth? ma’am!

A helpful boy, ma’am.

What kind of a boy is Albert?

Very good!
2. Performing the activities Expected answers:
I will group you in to 3
working teams. Using
regions/tiles, illustrate the
fractions used in the problem
and identify the kinds of
fraction shown by the regions.
Afterwards, you will present
your output. Do that in 10
minutes. Your timer starts
now.

Ma’am!
3. Processing the Activities
What can you say about the It is less than the 1 whole
first fraction?

Yes, MJ?
It is less than the whole, ma’am
Very good! (they all answered)

Is it less or greater than 1 ¾, 1/5

 whole?

Can you give other example?

It is more than 1 whole, ma’am
Yes, Angel?
Very good!
5/3, 6/5
What can you say on the
Ma’am!
second fraction?
It is the combination of a whole and a part of
Can you give other example? whole

What is a mixed number?

Yes, Alvin?

Excellent!

4. Discussion
So, there are three kinds of
Fractions:

Three Kinds of Fractions:

Notice that:
In the fraction 7/8, the
numerator is smaller than the
denominator. It is a fraction
less than 1. It is a proper
fraction.

In the fraction 9/8, the

numerator is bigger than the
denominator. It is a fraction
greater than 1. It is improper
fraction. A fraction whose
numerator is equal to the
denominator is also an
improper fraction. It is a
fraction equal to 1. An
example is 8/8.

The fraction 1 2/8, contains a

whole number and a proper
fraction. It is a mixed
number.

5. Application
I have here a flashcard with 3
kinds of fraction. I will choose
3 leaders to hold the signs:
Proper Fraction, Improper
Fraction and Mixed Number.
Now, I will also group you
into 3 and you need to form a
line at the center. I will flash
 the cards. The first group will
go to the pupil leader to give
the answer for the card. Once
finished answering, they will
go back to their own seats.

Ex.
8/7 5/9 12/5 A fraction whose numerator is smaller than
4 1/8 4/5 9/2 the denominator. The fraction is less than 1

Write P if the given is a Proper

Fraction, I for Improper and M A fraction whose numerator is bigger than the
denominator. It is a fraction greater than 1.
if it is a mixed Number.
A fraction whose numerator is equal to the
denominator is also an improper fraction. It is
6. Generalization a fraction equal to 1
What is proper fraction?
A fraction that contains a whole number and a
proper fraction. It is a mixed number
What is improper fraction?

what is mixed number?

IV. Evaluation
Write the given fractions correctly in the appropriate column in the table.

V. Assignment
Write P if the given is a proper fraction, I if it is an improper fraction, and M if it is a mixed number.
 Prepared by: Checked:

JENNY MAE Q. CULALABE MADONNA S. PATTALITAN

Teacher-Aide/LSB Head Teacher I