Daily Lesson Plan

School: Grade Level 5

Teacher: Learning Area: Mathematics

Teaching Date/s Quarter: 1

and Time:

I. Objectives At the end of the lesson, the students should be able to…
● find the common factors of 2 - 4 numbers using continuous division.

II. Content M5NS-Id-68.2: Finding common factors numbers using continuous division

III. Learning Digital:

Resources ● PowerPoint Slides
● Timer for managing activity durations

Non-digital:
● Printed worksheets for individual and pair activities.
● Notebooks and pens for student notes and calculations.

IV. Procedure Teaching Strategy: Concrete-Pictorial-Abstract

(Explain how the
objectives of the lesson
The Concrete-Pictorial-Abstract (CPA) teaching strategy aids students in
will be accomplished. Use
the parts provided as your
understanding continuous division by using visual aids. Pictorial
guide.) representations, like images of 12 apples and 18 oranges, help students
transition from concrete to abstract thinking. These visuals tap into students'
instincts to draw and make equal groups, making abstract concepts more
accessible and comprehensible.
A. Reviewing Recall about factors.
previous lesson or
presenting a new
lesson
Activity: Factor Relay

● Purpose: The students recall the complete list of factors.

● Instructions:
○ Divide students into groups.
○ Let each group get a paper.
○ Show a number on the screen. Starting from the back of the
line, students will write one factor of that number.
○ Students will continue to pass the paper forward, with each
student adding another factor.
○ The student in front will make sure that the factors are
complete and then hand the paper over to the teacher.
○ Announce which group got all the correct answers. If 2 or
more groups got it correctly, the one that finished first wins!

Here are the numbers for the game:

○ 24
○ 36
○ 42

After the game, transition to a short review of common factors.

Review factors and re-introduce Factor Rainbow.

List the factors of 24, 36, and 42 using Factor Rainbow. Let the students see
that the factors of 24 and 42 are the same time. Then, lead them to notice
that there are factors that are common for both numbers.

24: 1, 2, 3, 4, 6, 8, 12, 24
42: 1, 2, 3, 6, 7, 14, 21, 42
 The common factors of 24 and 42 are 1, 2, 3, 6.

B. Establishing a Let the students know there are other ways to find the common factors and
purpose for the
prime factors of 2 or more numbers. We can use continuous division.
lesson

C. Presenting Present the story of Teacher Dina.

examples /
instances of the
new lesson
Teacher Dina received 12 apples and 18 oranges for the class. Let’s make
equal groups of apples and oranges and put them into separate baskets!

Discussion questions for this portion of the lesson:

● Can we make 3 baskets with equal apples and equal oranges in
each one?
● What if we have 2 baskets?
● What about 6 baskets?
● Is there still a number that can divide 12 and 18 apples evenly? 1

Key points for this portion of the lesson:

● 1,2,3, and 6 can all divide 12 and 18 without any remainders. They
are the common factors of 12 and 18.

Review about continuous division. Guide students to find the common

factors of 12 and 18 using continuous division.

Place the numbers inside the upside-down division bar. They are the
dividends.
divisor dividends
? 12 18

Make sure that students understand all the parts used in continuous division.

● Divisor - what is being divided

● Dividend - how many it is being divided into
● Quotient - the answer or result of division

Lead students to understand how to use prime numbers as divisors. This is a

good time to quickly review about prime and composite numbers.
Discussion questions for this portion of the lesson:
● What can we use as our divisors?
● Do you remember what prime numbers are?
● What are the first 5 prime numbers?

Key points for this portion of the lesson:

● Prime numbers are numbers that can only be divided by 1 and itself,
and nothing else.
● 2, 3, 5, 7, and 11 are the first 5 prime numbers.
● If both numbers are not divisible with 2, we can try 3.
● If the numbers are still not divisible by 2 or 3, we move on to the next
prime numbers: 5, 7, 11 and so on.
● We are not limited by these prime numbers but we can try them to
keep our division process organized.

Lead students to understand that 12 and 18 are both even numbers, so we

can use 2 as the first divisor.
2 12 18

6 9

Lead students to notice the quotient and ask if they can still divide it by 2 or
by 3.
2 12 18

6 9 ⬅︎quotients
Call a student to divide them by 3.
2 12 18

3 6 9

2 3

Guide the students to understand that there’s only one other number that
can be use to divide these numbers its the number 1.
 2 12 18

3 6 9

1 2 3

2 3
Ask: Why do you think we only divide it by 1 now and not earlier? Share
your answer with the class.

Affirm students' answers then let them know that 1 is a special number its
neither a prime nor a composite number.

At this point, there isn’t any prime number that can evenly divide 2 and 3.
We can stop dividing.

Guide them to understand that the numbers on the left side of the vertical
line are the common factors.

The common factors of 12 and 18 are 2, 3 and 1.

2 12 18

3 6 9

1 2 3

To find another common factor, we multiply the prime divisors.

2×3×1=6
The answer or product, 6, is a common factor. The list of common factors of
12 and 18 is now complete.

The common factors of 12 and 18 are 1, 2, 3, 6.

This means we can divide the fruits into groups of 1, 2, 3, or 6, and each
basket will have the same number of apples and oranges.

D. Discussing new For the next activity invite students to get their notebook as they follow
concepts and
along.
practicing new
skills #1
Ask: Now, how do we pick the first divisor?
 ? 36 45 90

Lead them to notice that not all these numbers are even and you should
start dividing it by the next prime number 3.
3 36 45 90
Divide it by 3.
3 36 45 90

12 15 30
Use 3 again as the next divisor.

3 36 45 90

3 12 15 30

Call a student to divide it.

3 36 45 90

3 12 15 30

4 5 10

Lead students to notice that only 1 can divide these numbers.

3 36 45 90

3 12 15 30

1 4 5 10

Find the common factors of 36, 45, and 90.

List down the prime divisors.
➜ Common factors of 36, 45, and 90: 3, 3, 1

Multiply the prime factors to find the other common factor.

➜3×3=9
➜ Common factors of 36, 45, and 90: 3, 3, 1, 9

Then, remind students that there should be no duplicate numbers

➜ Common factors of 36, 45, and 90: 1, 3, 9
E. Discussing new Students answer this with their seatmates: Find the common factors of 70,
concepts and
90, 15, and 80 numbers using continuous division.
practicing new
skills #2
Remind students to start with the smallest prime number.

Differentiation and scaffolding

For students who need extra help in identifying the prime factors to use, ask
these guide questions:
● Are the numbers even? If yes, divide them by 2. If no, try another
divisor.
● Are the numbers divisible by 3? If yes, divide them by 3.
Is there another prime number that can divide the numbers? Try 5, 7,
or even 11! We know the divisibility rules for these numbers so we can
use that information.

Present the answer and solution:

2 70 90 150 80

5 35 45 75 40

7 9 15 8
Divisors: 2, 5
Multiply the divisors together: ➜ 2 × 5 = 10
Common factors: 1, 2, 5, 10

F. Developing Students work on their own for this task: Find the common factors of 28, 42,
mastery
and 56 using continuous division.
(leads to
Formative
Assessment) Present the answer and solution:
2 28 42 56

7 14 21 28

1 2 3 4

2 3 4

Divisors: 1, 2, 7
Multiply the divisors together ➜ 1 × 2 × 7 = 14
Common factors: 1, 2, 7, 14

G. Finding practical Use this time to allow students to reflect on how they can apply these
application of
lessons in their lives. Provide some examples if there is more time.
 concepts and
skills in daily living
Examples:
● Continuous division can be helpful when we want to share things
equally. For example, we helped Teacher Diana decide how to split
12 apples and 18 oranges into baskets.

H. Making Discussion questions for this portion of the lesson:

generalizations
● What are the similarities and differences between continuous
and abstraction
about the lesson
division and long division?
● How do we use continuous division to find common factors?

Key points for this portion of the lesson:

● Use prime numbers as possible divisors.
● Choose the smallest prime number that divides all the given
numbers to keep things organized.
● You can repeat prime divisors if needed but you can only list them
once as common factors.
● Stop when the numbers can only be divided by 1.

I. Evaluating Students answer the quiz individually.

learning

For items 1 - 3, fill in the blanks.

1)______ 20 30

5 10 2) _____

1 2 3

2 3

Common factors of 20 and 30 are 1, 2, 5, 3) ______

4) True or False: The common factors of 8 and 16 are 1, 2, 4, 6, and 8.

5) True or False: The common factors of 6 and 12 are 1, 2, 3, and 6.

Answers:
1) 2
2) 15
3) 10
4) False
5) True
 J. Additional For the exit activity, ask the following questions:
activities for
● What method of finding common factors do you prefer? Share it
application or
remediation
with a friend.
● What are the similarities and differences between continuous
division and long division? Share your answer with your seatmate.
● If you could help someone in need, who would you help?

V. Remarks
Note down observations
in the implementation of
the lesson that may affect
the next lesson.

VI. Reflection
Think about the
experience and analyze
the lesson’s effectivity
(e.g., what worked, what
did not work, what can
be done better, what to
expect in the next lesson).