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Detailed Lesson Plan

The document provides a detailed lesson plan for teaching students about prime and composite numbers. The lesson plan outlines objectives, subject matter, learning resources, instructional procedures, evaluation, and assignment. Students will learn to differentiate between prime and composite numbers, identify the factors of different numbers, and classify numbers as prime or composite. The lesson includes motivation, presentation, discussion, generalization, application, and evaluation activities for students.

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Jhondi Belle Neon Sotto
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© © All Rights Reserved
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262 views

Detailed Lesson Plan

The document provides a detailed lesson plan for teaching students about prime and composite numbers. The lesson plan outlines objectives, subject matter, learning resources, instructional procedures, evaluation, and assignment. Students will learn to differentiate between prime and composite numbers, identify the factors of different numbers, and classify numbers as prime or composite. The lesson includes motivation, presentation, discussion, generalization, application, and evaluation activities for students.

Uploaded by

Jhondi Belle Neon Sotto
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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A DETAILED LESSON PLAN IN MATHEMATICS IV

I. OBJECTIVES:
At the end of the lesson, pupils are expected to:

a. CONTENT STANDARD
Demonstrates understanding of factors and multiples and addition and subtraction
of fractions.

b. PERFORMANCE STANDARDS
Is able to apply the knowledge of factors and multiplies, and addition and
subtraction of fractions in mathematical problems and real-life situation

c. LEARNING COMPETENCIES
differentiate prime from composite code – M4NS-IIb-66

II. SUBJECT MATTER:

a. Topic:
LESSON 26- PRIME AND COMPOSITE NUMBERS

III. LEARNING RESOURCES


A. REFERENCE
K TO 12- CG in Math 4
1. Teacher’s Guide page
115-118
2. Learning Materials pages
86-88
3. Textbook Pages

4. Additional Materials from Learning Resources (LRMDS)

B. Other Learning Resources


Power Point Presentation

IV. INSTRUCTIONAL PROCEDURE   
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A.   Preliminary Activities  
1. Prayer
* Let the Pupil to stand and ask somebody to led a prayer Led the prayer

2. Checking of Attendance

* If I call your name say present Pupils are expected to say present if
the teacher call their name.
3. Greetings

* Good afternoon class! Good afternoon Sir.


* How are you today? I’m fine thank you!

B. Review
* Last week we discuss about the factors and the product.

*What is a factors? Is a number that when multiplied


together form a product.
Very good!

*What is the factor of 4? 2x2, 1x4


Very good!

C. Developmental activities

1. Motivation

* Class, what animals did you know? (Pupils are expected to enumerate the
names of animals that they know.)
*Very good!

* I have here a picture.


(show a picture to the pupils)

* What did you see in the picture? (Pupils are expected to tell what they
see in the picture)
*Excellent!
GAD Practice: Teacher
should ensure that there is an
equal distribution of gender in
every students, emphasize also
team-work in performing the
given task

Presentation of the Lesson Yes

*In this picture, we see different kind of animals, but may I Zoo
ask you. Did you see a word there?
(pupils are expected to answer the
*What word did you see? question)

*Did you know what is a zoo?

*A zoo is a manmade place for animal.

*Now, let us widen our imagination. Let us imagine that


there are 17 tiger, 4 lion, 12 rabbit, 23 birds, 3 monkey, 18 Yes Sir!
snake, 9 giraffe, 19 ostrich, 1 elephant and 5 boar.

*did you imagine it?


Magnificent!

*Now let us focus to the number that I mention. 17,4,12,23,3,18,9,19,1 and 5


( Show the graph of the numbers of animals found in Zoo)

*What are the numbers of animals found in the zoo?

Very good!

(pupils are expected to answer the


2. Discussion question)
*Now let us identify the factors of each number that we
mention.

*What is the factor of 17,4,12,23,3,18,9,19,1 and 5? 17, 3, 5, 23, 19,

Very Good!

4,12,18,9
* Look at the graph.
What number that have 2 factors, 1 and itself?

Very good!

*How about what number that have more than 2 factors?

Very good!

* A number that has 2 factors, 1 and itself are called


PRIME NUMBER.
* A number that has more than 2 factors are called
COMPOSITE NUMBER. A number that has 2 factors, 1 and
itself
3. Generalization

* Now let us generalize. A number that has more than 2 factors

What is a prime number?

Very good.

What is a composite number?

Excellent!

4. Application Pupil are expected to Stamp their feet


Pupil are expected to clap their hands
CLAP you hands three times if the following numbers are Pupil are expected to clap their hands
PRIME NUMBERS and STAMP YOUR FEET three times Pupil are expected to Stamp their feet
if it is composite numbers. Pupil are expected to Stamp their feet
Pupil are expected to clap their hands
12 Pupil are expected to Stamp their feet
13 Pupil are expected to clap their hands
53 Pupil are expected to clap their hands
51
27
37
49 Pupils Are expected to answer the
17 question.
60

V. EVALUATION
Direction:
Tell whether the following numbers are PRIME
NUMBERS or COMPOSITE NUMBERS.

1) 23
2) 20
3) 32
4) 21
5) 29
6) 13
7) 37
8) 45
9) 64
10.) 59

Answers key:
1) 23 PRIME NUMBER
2) 20 COMPOSITE NUMBER
3) 32 COMPOSITE NUMBER
4) 21 COMPOSITE NUMBER
5) 29 PRIME NUMBER
6) 13 PRIME NUMBER
7) 37 PRIME NUMBER
8) 45 COMPOSITE NUMBER
9) 64 COMPOSITE NUMBER
59 PRIME NUMBER

VI. ASSIGNMENT

Direction:
List all the possible factors of the numbers and tell whether
they are PRIME NUMBERS or
COMPOSITE NUMBERS.

Example
12 = 12x1, 6x2, 4x3 composite number
7 = 7x1 prime number

1) 16
2) 19
3) 40
4) 32
5) 29
6) 63
7) 49
8) 37
9) 24
10) 11

REMARKS

A. No. of learners who earned 80% in the ________


evaluation
-------------
B. No. of learners who are require additional activities
for remediation who score below 80%

Prepared by:

ERYL E. ORTEGA
Teacher I

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