Mathematics

First Quarter – Week 2

Solving routine and non-routine problems
involving factors, multiples and divisibility
rules
Mathematics – Grade 5
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 2: Solves routine and non-routine problems involving
factors, multiplies and divisibility rules
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this exemplar are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writers: Enggielyn N. Dumapias

Illustrator: JC G. Sapa
Layout Artist: Ruel S. Martinez
Language Editor: Elvie V. Italio, Charamie B. Bayadog,
Leah C. Vitanzos, Fe B. Sanquina
Content Evaluator: Rizza Mae S. Bagsican, Kembirly M. Camomot
Layout Evaluator: Jizon U. Morante
Management Team: Mryna E. Mozo, Ph.D, PSDS
Romulo Q. Morata, District Math Coordinator

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency response

of the Schools Division of Surigao del Sur for learning delivery and learning
resource which parallel to the on-going endeavors of the higher offices in the
Department. It is the utilization of a lesson exemplar that is streamlined in a
teacher-and-learner-friendly format to cater to the new classroom setup in light
of the COVID-19 health crisis. These exemplars will be paired with a self-
contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable him/her to see his/her growth and achievement, ability to
reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the (Mathematics - 5 - First Quarter) Exemplar on ( Divisibility

Rules )!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning Competencies
(MELC) set by the Department while overcoming the constraints in schooling
brought by the COVID-19 pandemic.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

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Welcome to the (Mathematics 5 - First Quarter) _ Exemplar on _( Solving
routine and non-routine problems involving factors, multiples and divisibility rules
for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12 ) !

This exemplar was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner, either at home or in school. To help you with this, this exemplar
comes with a Weekly Portfolio Assessment. Your teacher will provide you with a
template and you will be given a privilege to organize the portfolio in your own
creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the competencies

What I Need to Know
you are expected to learn in the module and
the objectives you are expected to realize.
This part includes an activity that aims to check
What I Know
what you already know about the lesson to
take.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activities which will
What I Can Do (1,2 & 3)
help you transfer your new knowledge or skill
into real life situations or concerns.

This task aims to evaluate your level of mastery

What I Have Learned
in achieving the learning objectives.

Answer Key This contains answers to all activities in the

module.

This contain instructions about recording your

Portfolio Goal Setting
positive, realistic goals before going through
this exemplar.
This contain instructions about completing the
Portfolio Completion -Your
components of the portfolio. This also includes
Growth Clue!
a rubric to guide you of how your portfolio will
be assessed.

At the end of this module you will also find:

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References This is a list of all sources used in
developing this exemplar.

What I Need to Know

In this exemplar you will be introduced to the divisibility rules for 3, 6 and 9 to
find the common factors of numbers.

Most Essential Learning Competency:

Solves routine and non-routine problems involving factors, multiples and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12
M5NS-Ic-59

Sub-competency:
Solves routine and non-routine problems involving factors, multiples and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12

Objectives

After going through this exemplar, you are expected to:

A. Knowledge: identify the steps in finding the answer to routine

and non-routine problems involving factors, multiples and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12;

B. Skill: solve routine and non-routine problems involving factors,

multiples and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12;
and,

C. Attitude: follow the proper steps in finding the solution to routine

and non-routine problems involving factors, multiples and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.

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 Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher

along with this exemplar, accomplish now your weekly goal setting. Refer to
the objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.

What I Know

Directions: Answer the following questions. Write your answer on a

separate sheet.

1. How many whole numbers from 1 to 20 are divisible by 2?

2. I am number 126. I am both divisible by 2 and 3. Therefore, I am a

number divisible by _____.

3. After cleaning the classroom, Jasmine and her group wanted to

rearrange the 25 chairs. They wanted to put the same number of
chairs in each row with no chairs left. How many chairs could they
put in every row?

4. From this set of numbers: 50, 500, 550, which is divisible by 4?

5. Albert has 15 visitors at his party. He wanted them to sit equally from
among the 3 tables. How many visitors will be seated in each table?

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 What is It

Problem 1.
The age of Berto’s brother is greater
than 20 but less than 30. His age is
divisible by 2, 4, 8 and 12. How old is his
eldest brother?

To be able to find the answer to routine problems, follow these

steps:

Understand
a. What is asked?
 The age of Berto’s eldest brother
b. What are the given facts?
 His age is greater than 20 but less than 30
 His age is divisible by 2, 4, 8 and 12

Plan
What strategy can we use to solve the problem?

 From the numbers greater than 20 and less than 30,

pick out numbers that are divisible by 2, 4, 8 and 12

Solve.
Perform the picking out of numbers that are divisible by 2,
4, 8 and 12.

 Given that the age is divisible by 2, pick out all the

even numbers from 20 to 30. That includes 22, 24, 26
and 28.

 From the even numbers, find the numbers that are

divisible by 4. These numbers are 24 and 28

 In the numbers 24 and 28, only 24 is divisible by 8 and

12.

Answer: Therefore, the age of Berto’s eldest brother is 24.

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 Check.
 24 is a number between 20 and 30.
 24 is divisible by 2, 4, 8 and 12.

Problem 2.
Mr. Dela Cruz wants to buy 42
pieces of avocado for his family. The
avocados are packed according to
their sizes. There are packs containing 4,
5 and 6 avocados. Which pack will he
choose to have exactly 42 pieces and
how many packs will he buy?

Understand
a. What is asked?
 The pack Mr. Dela Cruz should buy and how
many will he buy to have exactly 42 pieces of
avocados.
b. What are the given facts?
 Mr. Dela Cruz wants to buy 42 avocados
 The available packs of avocados are 4, 5 and 6.

Plan
What strategy can we use to solve the problem?
 Find which from the given packs of avocados can
be divided from 42 through the use of divisibility rules.
 Find how many packs he will need to have exactly
42 pieces of avocados.

Solve.

 42 is not divisible by 4 and 5 but is divisible by 6

 Mr. Dela Cruz should buy 7 packs of avocados to

have exactly 42 avocados (7 x 6 = 42)


Answer: Therefore, Mr. dela Cruz should buy 7 packs of avocados
with 6 pcs avocados inside.

Check.
 6 is divisible by 42

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Problem 3.
Teacher Lydia bought 69 pieces of balikutsa and 115 pieces
camote candies for her grade 5 pupils. If she has 23 pupils, how many
balikutsa and camote candies will each of her pupil receive?

To be able to find the answer to non-routine problems, follow

these steps:

Understand
a. What is asked?
 The number of balikutsa and camote candies
will Teacher Lydia’s pupils receive.
b. What are the given facts?
 69 balikutsa
 115 camote candies
 23 pupils

Plan
What strategy can we use to solve the problem?

 Find the factors, multiples and divisibility rules

Solve.
69 balikutsa
 Factors of 69 = 3, 23, 69
 69 is divisible by 3; 3 when multiplied to 23 (pupils)
the product is 69
 Thus, the pupils will receive 3 balikutsa each

115 camote candies

 Factors of 115 : 5, 23, 115
 115 (camote candies) is divisible by 5; when
multiplied to 23 (pupils) the product is 115
 Thus, each pupil will receive 5 camote candies

Check.
 69 ÷ 23 = 3
 115 ÷ 23 = 5

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Problem 4.
Dodong and Juan’s ages are more than 15 but less than 20.
Dodong’s age is divisible by 2, 3, 4, 6 and 9 while Juan’s age is divisible
by 2, 4 and 8. What is the sum of Dodong and Juan’s age?

Understand

a. What is asked?
 The sum of Dodong and Juan’s age
b. What are the given facts?
 Dodong and Juan’s ages are more than 15 but
less than 20
 Dodong’s age is divisible by 2, 3, 6 and 9
 Juan’s age is divisible by 2, 4 and 8

Plan

What strategy can we use to solve the problem?

 From the numbers greater than 15 and less than 20,

pick out numbers that are divisible by 2, 3, 6 and 9
for Dodong’s age
 From the numbers greater than 15 and less than 20,
pick out numbers that are divisible by 2, 4 and 8 for
Juan’s age
 Add Dodong and Juan’s age

Solve.

Perform the picking out of numbers that are divisible by 2,

3, 4, 6 and 9 for Dodong’s age.

 The only number divisible by 2, 3, 6 and 9 which is

greater than 15 but less than 20 is 18.

Perform the picking out of numbers that are divisible by 2,

4 and 8 for Juan’s age.

 The only number divisible by 2, 4 and 8 which is

greater than 15 but less than 20 is 16.

Add Dodong’s age to Juan’s, thus, 18 + 16 = 34.

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Answer: Therefore, the sum of Dodong and Juan’s age is 34.

Check.
 Dodong’s age which is 18 is greater than 15 but less
than 20 and is divisible by 2, 3, 6 and 9.
 Juan’s age which is 16 is greater than 15 but less
than 20 and is divisible by 2, 4 and 8.
 18 + 16 = 34

What I Can Do 1

Directions: Match the steps in solving word problems in column A

to its corresponding activity in column B.

A B

1) Understand a) Perform the needed

operations or strategy

2) Plan b) See if the answer is

correct

3) Solve c) Decide on what strategy

can be used to solve the
problem

4) Check d) Find what is asked and

the given facts

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 What I Can Do 2
Directions: Find the answers to the following questions. Write your
answer on a separate sheet.

1. Mrs. Santos would like to buy a set of white socks for her 3
children. She saw sets with 3, 6 and 9 pairs of socks. If she
wanted to give 3 pairs of socks to each of her children, which
set should she buy?

2. After Celia’s birthday party, she decided to give her

remaining 27 balloons to her 9 classmates who attended.
How many balloons will each of her classmates have?

3. Anna wants to put more than 6 but less than 10 roses in a

vase. If she has 48 roses, how many vases will she be able to
fill to divide equally the 48 roses?

4. Mang Ramon needs to have blocks of wood that are 6 inches

long each. He found logs of wood in their backyard that has
lengths of 44, 54 and 63. Which of the 3 logs is his best option
to get equally-sized block of woods without any excess?

5. Mario had 32 marbles and 52 stickers. He wants to give it

equally to his 4 cousins. How many marbles and stickers will
each of his cousin receive?

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 What I Can Do 3

Directions: Answer the questions following the steps in solving

word problems. Write your answer on a separate
sheet.

Problem Steps

1. A mother pig gave birth to the Understand:

number of piglets which is more a. What is asked?
than 7 but less than 13 and is
divisible by 5. How many piglets
were born?

b. What are the given facts?

Plan:
What strategy can be used to
solve the problem?

Solve:
Perform the planned strategy.

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 Check:

2. Mia has 65 mango trees and 40 Understand:

guava trees to plant. She wants to a. What is asked?
put the exactly 5 number to both
kinds of trees in each row with no
extra trees. How many rows could
she make for the mango trees?
How many rows could she make
for the guava trees? b. What are the given facts?

Plan:
What strategy can be used to
solve the problem?

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Solve:
Perform the planned strategy.

Check:

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 What I Have Learned

Multiple Choice. Choose the letter of the best answer. Write the letter on a
separate sheet of paper.

1. Which number from the choices below is NOT divisible by 11?

a. 308 c. 1 067
b. 616 d. 1 450

2. The tricycle fare ranges from 7 to 13. If Tony gave the fare that is
divisible by 5 and 10, how much is the exact amount that Tony gave to
the tricycle driver?
a. 7 c. 9
b. 8 d. 10

3. Aling Lita had 12 apples. She saw 4 street children asking for foods. She
divided it equally to the children. How many apples did each child
have?
a. 2 c. 4
b. 3 d. 5

4. Ben is 15 years old and Tom is 21. If Ana’s age is more than Ben’s age
but less than Tom’s and is divisible by 2, 3, 6 and 9, how old is Ana?
a. 16 c. 18
b. 17 d. 20

5. Lilia wants to buy flowers for her 8 friends. She wants each of them to
receive 3 flowers. How many flowers should she buy?
a. 20 c. 24
b. 22 d. 26

6. Bianca’s waistline is greater than 20 but less than 30. If the number is
divisible by 9, what is her waistline?
a. 25 c. 28
b. 27 d. 29

7. A basketball team’s score is greater than 120 but less than 125. It is a
number divisible by 11. What is the team’s score?
a. 121 c. 123
b. 122 d. 124

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8. Which of the following is divisible by 2, 3, 4, 5, 6 and 10?
a. 4 250 c. 4 270
b. 4 260 d. 4 280

9. It is a number between 6 275 and 6 280. It is divisible by 6. What is the

number?
a. 6 276 c. 6 278
a. 6 277 d. 6 279

10. There are 3 kinds of pillows sold in the mall. A small one worth P63.00
each, medium sized P 85.00 and the large one, P 113.00. My sister
wants to buy 6 pillows from her P 678.00 cash. Which pillow should she
buy?
b. P 63.00 c. P 113.00
c. P 85.00 d. None of the above

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17
2. What Can I do 3
1.
What I Have
Learned
1. D
2. D
3. B
4. C
5. C
6. B
7. A
8. B
9. A
10. C
What Can I do 2 What Can I Do 1 What I Know
1. 6 vases 1. D 1. 10
2. 54 2. C 2. 6
3. 9 pairs of socks 3. A 3. 5 chairs
4. 583, 1 353 4. B 4. 500
5. 8 marbles; 13 5. 5 visitors
stickers
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your
efforts here enables you to see and reflect on your growth and achievement
and your ability to establish goals just to learn. Upon completion of your
portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice Proficient (7-8) Distinguished (9- Score
(4-6) 10)
1. Goal Setting Sets sloppy Sets some Sets general Sets clearly
goals, not goals and goals and defined goals
realistic for processes processes that that are
10
ability nor that are are positive attainable and
level of positive and and realistic growth-oriented
development. realistic.
2. Test Self Shows little Shows Shows good Shows very
Evaluation evidence of adequate evidence of good and clear
reflection and evidence of reflection and evidence of
self- reflection and self- reflection and 10
assessment. self- assessment. self-assessment
assessment. with
documentation.
3. The Scientist Provides little Provides Provides good Provides clear
in Me evidence of adequate performance evidence of
growth and evidences of or general performance or
10
achievement. growth and improvement continued
achievement. in improvement in
achievement. achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
5. Chemistry Links most of Links a Links analysis to Links analysis to
Watch the analysis to number of the lessons the lessons
the lessons analysis to the properly. completely. 10
inadequately. lessons
slightly.
6. “A…Ganu’n Explains the Explains the Explains the Explains the
Pala ‘yon” misconceptio misconceptio misconception misconception
n and the n and the and the and the 10
concept concept concept concept aptly.
inadequately. somewhat. adequately.
7. Chemistry Indicates little Indicates Indicates clear Indicates distinct
Connection evidence of adequate evidence of evidence of 10
(optional) creativity/anal evidence of creativity/anal creativity/analyti

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 ytical work. creativity/ana ytical work. cal work.
lytical work.
[1-2] [3] [4] [5]
8. Overall Submits some Submits most Presents all Presents
Presentation of the items in of the items. items in a thorough, clear
a Portfolio is well chronological and complete
disorganized presented. form. Portfolio items. Portfolio is 5
form. Portfolio is well neat and
looks organized. elegant.
slapdash.
9. Prompt Submits late Submits late Submits late (1- Submits on time.
5
Submission. (5-6 days). (3-4 days). 2 days).
Total 80

References

Angelina P. Lumbre, et.al. 2016, 21st Century MATHletes 5; pp. 34-36

Adela C. Villamayor, et.al 2003, Liking Mathematics 6; pp.84-88

Website Links
https://www.helpingwithmath.com/by_subject/division/div_divisibility_rules.ht
m

https://www.mathworksheets4kids.com/divisibility-rule.php

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of Barobo I

Address: Poblacion, Barobo, Surigao del Sur

_________________________________________________________
_________________________________________________________

Contact Number: 09675562170

Email Address: [email protected]

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