QUARTER I

Week 1

Subject: MATH Grade Level: 5

Date: July 30, 2024 Day 2
Demonstrates understanding of divisibility, order of
Content Standard operations, factors and multiples, and the four
fundamental operations involving fractions
The learner is able to apply divisibility, order of
operations, factors and multiples, and the four
Performance Standard
fundamental operations involving fractions in
mathematical problems and reallife situations.
Uses divisibility rules for 2, 5, and 10 to find the
Competency
common factors of numbers. M5NS-Ib58.1
I. OBJECTIVES
Knowledge:  Uses divisibility rules for 2, 5 and 10
Skills:  Classifies numbers as divisible by 2, 5, and 10
Attitude:  Participates actively in the class discussion
II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Lesson Guides in Elementary Mathematics Grade V,
Pages p. 44-47
21st Century Mathletes 5, p. 19
2. Learner’s Learner’s Material
Materials Pages
3. Textbook Pages 21st Century Mathletes 5, p. 30
4. Additional  set of cards with numbers 0 to 9, cards containing
Materials numbers for classifying flash cards for mental math
5. Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or A. Preparatory Activities
presenting the new
lesson 1.Drill
126 ÷ 3 = n (42) 255 ÷ 5 = n (51)
522 ÷ 6 = n (87) 248 ÷ 4 = n (62)

2.Review
Give at least 5 multiples of the following numbers.
a. 4 (Ans. 8, 12, 16, 20)
b. 3 (Ans. 6, 9, 12, 15)
c. 5 (Ans. 10, 15, 20, 25)
d. 6 (Ans. 12, 18, 24, 30 )
e. 8 (Ans. 16, 24, 32, 40 )
B. Establishing a 3.Motivation
purpose for the lesson Note to the teacher!
a. Have pupils stand up. Teacher says, “The boat is
sinking, group yourselves into (a particular
number).” For purposes of this lesson, teacher will
focus on grouping by 2, 5 or 10. Teacher is
encouraged to use these three numbers for
grouping most of the time, but may still give some
other number in case the number of pupils in the
class is a multiple of 2, 5 and 10.
b. Pupils will then group themselves according to the
number called out by the teacher. Pupils who
failed to group themselves according to that
number sit down and will be out of the game.
c. Teacher calls out another number and continues to
do so until the number of pupils left standing can
easily be counted by sight.
d. While game is in progress, teacher writes data on
the board.

Number of students Grouping Possible

55 by 10 No, there were 5
without group
50 by 7 No, there is 1
without group

Valuing:
Did all of you participate in the game? What will
happen if you will not participate in any of the activities
actively?
C. Presenting examples Note to the teacher!
of the new lesson
Present the problem to the class.
On a certain bakery, there were 230
ensaymada breads to be placed on trays. The
baker wants to arrange them in either 2, 5 or 10
rows. Would it be possible for him to arrange the
Ask:breads?
1. How many ensaymada breads were in the
bakery? ( Ans. 230 ensaymada)
2. What does the problem asked you to find? ( Ans.
The number of piles by 2s, 5s and 10 does the
230 ensaymada make)
3. How will you find the answer to the problem?
(Ans. Divide 230 ÷ 2 = 115, 230 ÷ 5 = 46, 230 ÷10
= 23)
D. Discussing new Performing the Activities
concepts and Note to the teacher!
practicing new skills Ask the pupils to work in pairs in solving the problem.
#1
Solution 1A : Dividing 230 by 2
230 ÷ 2 = 165, arranging the breads by 2’s is
possible

Solution 1B : Using the divisibility rule for 2

Ans. All even nos. are divisible by 2
230 is an even no., therefore it is divisible by
2, arrangement of bread by 2’s is possible

Solution 2A: Dividing 230 by 5

Ans. 230 ÷ 5 = 46, arranging by 5’s is possible

Solution 2B: Using the divisibility rule for 5

Ans. Numbers ending in 0 and 5 are divisible by 5
230 ends in 0, therefore it is divisible by 5,
arrangement of bread by 5’s is possible.

Solution 3A: Dividing 230 by 10

Ans. 230 ÷ 10 = 23, arranging breads by 10’s is
possible

Solution 3B: Using divisibility rule for 10

Ans. Numbers ending in 0 are divisible by 10
230 ends in 0, therefore it is divisible by 10,
arrangement of breads by 10’s is possible

E. Discussing new Processing the Activities

concepts and •How did you find the activity? (Ans. Enjoyable)
practicing new skills •How did we know if a number is divisible by another
#2 number? (Ans. If the quotient is a whole number and a
0 reminder)
•How did we know if 2 , 5 and 10 are factors of a
number?

F. Developing Mastery Write on the blank before each item whether the given
number is exactly divisible by 2, 5 or 10.
_2__ 1) 16 _2__ 4) 344
_5__ 2) 125 _5, 10__5) 650
_5, 10__3) 30
G. Finding practical To illustrate the concept, let’s say you have a cake and
applications of your cake has 8 slices, you can share that cake between
concepts and skills in you and 3 more people evenly.
daily living Question:
How many each person get? (Ans. 2 slices)
H. Making Note to the teacher!
Generalizations and
abstractions about Ask the pupils the divisibility rules for 2, 5 and 10
 the lesson ( Ans. Refer to the attachment – Discussions)
I. Evaluating learning B. Assessment
Using the divisibility rule, encircle the numbers
whose factors are the given number before each
item.
2___1. 88 470 90 294
5__ 2. 5000 7528 6010 845
10_ 3. 370 950 840 530
10__4. 370 355 3455 140
5 __5. 470 830 525 45
J. Additional Remediation
Activities for A. Write on the blank before each item whether the
application or given number is divisible by 2, 5 and 10
remediation 1. 16 _______Ans. 2
2. 125 ______Ans. 5
3. 30 _______Ans. 2, 5 and 10
4. 344 ______Ans. 2
5. 650 ______Ans. 2, 5 and 10

B.
V. REMARKS

VI. REFLECTION
A. No. of learners who A. _____ No. of learners who earned 80% in the
earned 80% in the evaluation
evaluation
B. No. of learners who B. _____ No. of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial C. Did the remedial lesson work?
lessons work? No. of _____ No. of learners who have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who D. ____ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching E. Strategies used that work well:
strategies worked well? ____ Group collaboration
Why did these work? ____ Games
____ Powerpoint Presentation
____ Answering preliminary activities
____ Discussion
____ Case Method
____ Think-Pair-Share (TPS)
____ Rereading of Paragraphs Poems/Stories
____ Differentiated Instruction
____ Role Playing Drama
____ Differentiated Instruction
____ Role Playing Drama
____ Discovery Method
____ Lecture Method
Why?
____ Complete IMs
____ Availability of Materials
____ Pupil’s eagerness to learn
____ Group member’s cooperation in doing their tasks

F. What difficulties did I ____ Bullying among pupils

encounter which my ____ Pupil’s behavior / attitude
principal and supervisor ____ Colorful IM’s
help me solve? ____ Unavailable Technology
____ Equipment (AVR/LCD)
____ Science / Computer / Internet Lab
____ Additional Clerical works
____ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share
with other teacher?
 ATTACHMENT
Session: 1 (1 day)

Content: Divisibility rule 2, 5 and 10

DISCUSSIONS:

Recall all the divisibility rules

 We recall and apply the rules on divisibility for 2, 5 and 10.

 Divisibility rule for 2
All even nos. are divisible by 2
 Divisibility rule for 5
Numbers ending in 0 and 5 are divisible by 5
 Divisibility rule for 10
Numbers ending in 0 are divisible by 10

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.
 _ 2__1. 88 470 90 294
_ 5_ 2. 5000 7528 6010 845
_ 10 3. 370 950 840 530
_ 10_4. 370 355 3455 140
_ 5_ 5. 470 830 525 45

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

C. BOOKS AND OTHER REFERENCES

Lumbre, Angeline P., Ursua, Alvin C., Placer, Donnel P. and Burgos, Jaime R. (2016)
21st MATHletes 5 Quezon City: Vibal Group, Inc.
C. INTERNET SOURCES: