DAILY LESSON LOG School: BUGAAN INTEGRATED SCHOOL Grade and Section: V-DIOKNO

FOR Teacher: LEOVINA D. GARCIA Subject: Mathematics

IN-PERSON CLASSES Teaching Dates: AUGUST 19-23, 2024 (WEEK 4) Quarter: FIRST 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 is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical
Standards problems and real-life situations.
c. Most Essential Finds the common factors, GCF, common multiples and Solves real-life problems involving GCF and LCM of 2-3
Learning Competencies LCM of 2–4 numbers using continuous division (No given numbers. (M5NSIe-70.2)
(MELCs) code).
d. Learning Objectives a. find the common factors and the GCF of 2-4 numbers a. identify real-life problems involving GCF and LCM of
using continuous division; and 2-3 given numbers; and
b. find the common multiples and least common b. use a 4-step plan in solving real-life problems
multiples of 2- 4 numbers using continuous division. involving GCF and LCM of two or more given numbers.
II. LEARNING CONTENT Solves real-life problems Solves real-life problems
Finding GCF and LCM Finding GCF and LCM NINOY AQUINO DAY
(Subject Matter) involving GCF and LCM involving GCF and LCM
III. LEARNING
RESOURCES/REFEREN
CES
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. LRMDS Materials Coreal, T., & Ardias, D. Coreal, T., & Ardias, D. Ardias, D. (2020) Quarter Ardias, D. (2020) Quarter
(SLMs/LASs) (2020) Quarter 1 – Module (2020) Quarter 1 – Module 1 – Module 7: 1 – Module 7:
6: Finding GCF and LCM 6: Finding GCF and LCM Solving Real-Life Solving Real-Life
[Self-Learning [Self-Learning Problems Involving GCF Problems Involving GCF
Module].Moodle. Module].Moodle. and LCM [Self-Learning and LCM [Self-Learning
Department of Education. Department of Education. Module].Moodle. Module].Moodle.
Retrieved July 22, 2023) Retrieved July 22, 2023) Department of Education. Department of Education.
from https://r7- from https://r7- Retrieved July 22, 2023) Retrieved July 22, 2023)
2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl from https://r7- from https://r7-
e/mod/folder/view.php? e/mod/folder/view.php? 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl
id=13093 id=13093 e/mod/folder/view.php? e/mod/folder/view.php?
id=13093 id=13093
e. Other Learning PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
Resources laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning
Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens,
notebook notebook notebook notebook
IV. PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the previous Directions: Solve the Directions: Write T if the Directions: Put (/) if the Directions: Read the
lesson/Drill expressions given statement given is true. If statement is true and (X) if problem carefully and
below applying PMDAS the statement is false, the statement is false. answer the question using
and GMDAS rules. change the underlined Write your answers on 4-step plan.
numbers to make it true. your worksheet.
Write your answers in your Sam, a school varsity
1) 60 x 3 ÷ 4 + 5 Math activity notebook. 1) In finding the player has 32 table tennis
= ____ GCF of two numbers, the balls and 16 tennis
1) The LCM of 3 x 3 common factors are to be paddles. He wants to sell
2) (14 – 6) + (3 – listed down.
1) x 24 = ____ x 2 and 2 x 3 x 2 is 2 x 2 x packages of balls and
2 x 3 x 3. 2) The LCM of 12, paddles bundled together.
3) (3 x 30) + (100 8, and 20 is 310. What is the greatest
÷ 5) = ____ 2) 180 is the LCM of number of packages he
30 and 36. 3) The numbers can sell with no leftover
4) 2 x [3+2 x (10 - 16, 60, and 24, has an
3)] = ____ balls or paddles?
3) The LCM of 5 x 2, LCM of 240. 1. Understand:
5) 11 + 3 x [4 + (9 3 x 2, and 3 x 5 is 2 x 3 x
5. 4) The LCM of 18,
– 8) – 2] = ____ 24, and 36 is 60. 2. Plan:
4) The LCM of 15, 20 5) In finding the
and 30 is 120. GCF of two numbers, after 3.Solve:
the prime factors are listed
5) 140 is the LCM of
it must be divided.
14, 28, and 40. 4. Check:

C. Establishing a Okay class, before we Superhero Selection:

purpose for the lesson/ start our new lesson, I give 1. Ask each student to
Motivation them two pairs of come up with a unique
numbers, ex. 24 and 36 or Mathematics superhero
15 and name and a list of their
40. Have each learners list superhero's powers. For
all common factors for the example, "Captain
given number Mathlete" might have the
The teacher will let two power of super-speed
learners come in front and math calculations, and
pick two numbers (e.g. 12 "Mighty Multiplier" can
and 24). multiply any number
Have each learner list all instantly.
common factors of for the 2. GCF Challenge:
given numbers. Introduce the concept of
Greatest Common Factor
Then, the teacher will ask (GCF) as a way to identify
if the learners are familiar the shared power or ability
with GCF? that both superheroes in
each team possess. For
instance, if one superhero
can fly and the other can
shoot laser beams, their
GCF power could be
"Laser Beam Flight."
3. LCM Challenge: Explain
the concept of Least
Common Multiple (LCM)
as a way to discover how
often the combined power
or ability of the superhero
team can be used
together. For example, if
"Captain Mathlete" can
calculate at super-speed
every 5 seconds and
"Mighty Multiplier" can
multiply every 3 seconds,
their LCM power could be
"Math Multiplication Every
15 seconds."
4. Power Showcase: Give
each team a chance to
 present their superhero
team and their GCF and
LCM powers to the class.
Encourage creativity and
enthusiasm during the
presentations.
D. Presenting In this lesson, you are In this lesson, you are This lesson helps you gain This lesson helps you gain
examples/instances of going to learn how to find going to learn how to find knowledge in solving real- knowledge in solving real-
the new common factors, common common factors, common life problems involving life problems involving
lesson/Motivation multiples, greatest multiples, greatest greatest common factor greatest common factor
common factors and least common factors and least and least common and least common
common multiples of 2-4 common multiples of 2-4 multiples of 2-3 given multiples of 2-3 given
numbers using continuous numbers using continuous numbers. numbers.
division. division.
E. Discussing new A prime number is a A prime number is a A prime number is a A prime number is a
concepts and practicing whole number greater whole number greater whole number greater whole number greater
new skills No. 1 than 1 with only two than 1 with only two than 1 with only two than 1 with only two
factors, 1 and itself. For factors, 1 and itself. For factors, 1 and itself. For factors, 1 and itself. For
example, 2, 3, 5, 7, 11, example, 2, 3, 5, 7, 11, example, 2, 3, 5, 7, 11, example, 2, 3, 5, 7, 11,
and 13 are the first few and 13 are the first few and 13 are the first few and 13 are the first few
prime numbers in the set prime numbers in the set prime numbers in the set prime numbers in the set
of whole numbers. Why? of whole numbers. Why? of whole numbers. Why? of whole numbers. Why?
Because 2 has only two Because 2 has only two Because 2 has only two Because 2 has only two
factors which are 1 and 2. factors which are 1 and 2. factors which are 1 and 2. factors which are 1 and 2.
This is also true with 3 This is also true with 3 This is also true with 3 This is also true with 3
which also has two factors which also has two factors which also has two factors which also has two factors
only, 1 and 3, and so as only, 1 and 3, and so as only, 1 and 3, and so as only, 1 and 3, and so as
the other given prime the other given prime the other given prime the other given prime
numbers. numbers. numbers. numbers.
On the other hand, a On the other hand, a On the other hand, a On the other hand, a
composite number is a composite number is a composite number is a composite number is a
whole number greater whole number greater whole number greater whole number greater
than 1 with more than two than 1 with more than two than 1 with more than two than 1 with more than two
factors. For example, 4, 6, factors. For example, 4, 6, factors. For example, 4, 6, factors. For example, 4, 6,
8, 9, and 10 are some of 8, 9, and 10 are some of 8, 9, and 10 are some of 8, 9, and 10 are some of
the composite numbers in the composite numbers in the composite numbers in the composite numbers in
the set of whole numbers. the set of whole numbers. the set of whole numbers. the set of whole numbers.
Why? Because 4 has Why? Because 4 has Why? Because 4 has Why? Because 4 has
three factors (1, 2, and 4), three factors (1, 2, and 4), three factors (1, 2, and 4), three factors (1, 2, and 4),
while 6 has four factors (1, while 6 has four factors (1, while 6 has four factors (1, while 6 has four factors (1,
 2, 3 and 6). You will notice 2, 3 and 6). You will notice 2, 3 and 6). You will notice 2, 3 and 6). You will notice
that 8, 9 and 10 each has that 8, 9 and 10 each has that 8, 9 and 10 each has that 8, 9 and 10 each has
more than two factors more than two factors more than two factors more than two factors
also. also. also. also.
Factors are numbers you Factors are numbers you Factors are numbers you Factors are numbers you
multiply together to get multiply together to get multiply together to get multiply together to get
another number: another number: another number: another number:

In 2 x 3 = 6, 2 and 3 are In 2 x 3 = 6, 2 and 3 are In 2 x 3 = 6, 2 and 3 are In 2 x 3 = 6, 2 and 3 are

the factors of 6. Likewise, the factors of 6. Likewise, the factors of 6. Likewise, the factors of 6. Likewise,
2 and 3 are prime 2 and 3 are prime 2 and 3 are prime 2 and 3 are prime
numbers. numbers. numbers. numbers.
Hence, we can call 2 and Hence, we can call 2 and Hence, we can call 2 and Hence, we can call 2 and
3 as prime factors of 6. 3 as prime factors of 6. 3 as prime factors of 6. 3 as prime factors of 6.
F. Discussing new What is the GCF and LCM What is the GCF and LCM PROBLEM-SOLVING PROBLEM-SOLVING
concepts and practicing of 18 and 27? of 18 and 27?
new skills No. 2 Three pieces of ribbon Danilo, a school varsity
measure 16 cm., 24.cm, player, has 32 pairs of
and 40 cm. respectively. socks and 16 pairs of
Ann wants to cut them into shoes. He wants to sell a
strips of the same length. package of shoes and
What is the longest socks. What is the
possible length of one greatest number of
strip? packages that he can sell
with no remaining pair of
1. Understand shoes and socks?
a. What is asked?
What is the GCF and LCM What is the GCF and LCM
What is the longest
of 24, 20, 32 ? of 24, 20, 32 ?
possible length of one
strip?
b. What are the given
facts?
Three pieces of ribbons
measure 16 cm., 24 cm.
Example: Find the LCM of Example: Find the LCM of
and 40 cm. respectively
8 and 12. 8 and 12.
Multiples of 8 = {8, 16, 24, Multiples of 8 = {8, 16, 24,
2. Plan
32, 40, 48, 54, 60, …} 32, 40, 48, 54, 60, …}
What strategy can we
Multiples of 12 = {12, 24, Multiples of 12 = {12, 24,
use to solve the
36, 48, 60, 72, …} 36, 48, 60, 72, …}
problem?
What numbers are found What numbers are found
 in both sets? in both sets? We can use continuous
These are 24, 48, 60, are These are 24, 48, 60, are division method to solve
the common multiples of 8 the common multiples of 8 the problem.
and 12. and 12. 3. Solve
What is the smallest What is the smallest
among these numbers? It among these numbers? It
is 24. is 24.
Thus, the LCM of 8 and 12 Thus, the LCM of 8 and 12
is 24. is 24.

Answer : The longest

possible length of each
strip is 8 cm.

4. Check

G. Developing Mastery Directions: Find the LCM Directions: Find the GCF Directions: Solve the Directions: Read the
(Leads to Formative of each set of numbers. and LCM of the following following word problems. problems carefully.
Assessment) numbers. There are 16 cows and 24
1) 7 and 21 1. 36 notebooks, 48 goats in a ranch. If they
pencils, and 60 erasers will be grouped separately
2) 4, 8, and 12 are shared among several in the same number, what
children so that each will is the biggest number of
3) 10, 15, and 45 get an equal number of animals in a group?
each kind. Find the largest
4) 12, 18, and 36 possible number of 1. Understand:
children who can receive
5) 9, 12, and 18 them?
2. Plan:

3.Solve:

2. There are 42 santol and 4. Check:

77 Caimito
to be sold as part of the
 family fair in
school. The organizer
wants the same
number of items of fruits in
each bag.
Santol and Caimito should
not be
mixed. What is the
greatest number of
items that can be placed in
a bag?

H. Finding Practical How can GCF help us How does LCM assist in How can you apply How can you apply
Application of Concepts divide a set of items or planning and scheduling solving real-life problems solving real-life problems
and Skills in Daily Lives resources equally among activities, particularly when involving GCF and LCM of involving GCF and LCM of
a group of people, events or tasks repeat at 2-3 given numbers in your 2-3 given numbers in your
promoting fair distribution different intervals and daily lives? daily lives?
and avoiding waste? need to be synchronized
efficiently?
I. Making Generalization How to find the GCF and Is continuous division What are the four-step How do we use a four-step
and Abstraction LCM of numbers? method useful in solving plan in solving real-life plan to solve real-life
for the GCF and LCM of problems involving GCF problems that involve
two or more numbers? and LCM of 2-3 given finding the GCF and LCM
Why or why not? numbers? of 2-3 given numbers?
J. Evaluating Learning Directions: Copy the table Directions: Copy these Directions: Read the Directions: Read the
below on your notebook. illustrations. Write the problems carefully. problem inside the box
Then, using the common prime divisor at Yellow daisy flowers come carefully. Find the GCF
continuous division, fill in the left side of the in a bouquet of 8 and red and the LCM.
the correct information in numbers. Repeat the daisies in a bouquet of 6.
each blank. process until there is no What is the smallest
common divisor left. number of bouquets of
each kind you will need to
buy if you want to have the
same number of each kind
of daisies?
a. What is Asked?
 Every night, Mang
Jonas sells yummy
b. What are the given
facts? ‘balut’ in the corner
of Nijaga St. His
bestsellers are those
c. What strategy can we that were incubated
use to solve the problem? for 16 and 18 days.
To easily choose
between the two
d. What is the solution? varieties, he is going
to separate them in
e. What is the answer? 18 and 24 pieces for
each basket. What is
the least number of
f. Check ‘balut’ he needs to
place in baskets such
that none will be left
over?
a. What is Asked?

b. What are the given

facts?

c. What strategy can we

use to solve the problem?

d. What is the solution?

e. What is the answer?

f. Check
K. Additional activities
for application or
remediation
V. REMARKS The delivery of instruction The delivery of instruction The delivery of instruction The delivery of instruction The delivery of instruction
and expectations meet the and expectations meet the and expectations meet the and expectations meet the and expectations meet the
purpose and objectives of purpose and objectives of purpose and objectives of purpose and objectives of purpose and objectives of
the lesson because the the lesson because the the lesson because the the lesson because the the lesson because the
learners learners learners learners learners

VI. REFLECTIONS Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in
the teaching-learning the teaching-learning the teaching-learning the teaching-learning the teaching-learning
process when process when process when process when process when
incorporating incorporating incorporating incorporating incorporating

VII. FEEDBACK
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80% ( needs
remediation)
C. No. of learners who
have caught up with the
lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?

Prepared by: NOTED:

LEOVINA D. GARCIA BELEN P. TERRAGO

Teacher Principal II