WEEKLY LESSON PLAN IN MATHEMATICS 5

S.Y. 2024-2025

Stage 3. Learning Plan

Topic Divisibility Rules
Timeframe Quarter: Quarter 1 Week #: Week 2 DATE: July ____, 2024
ELC Uses divisibility rules for 2, 5, and 10 to find the common factors of numbers
Uses divisibility rules for 3, 6, and 9 to find common factors.
Uses divisibility rules for 4, 8, 12, and 11 to find common factors.
Solves routine and non-routine problems involving factors, multiples, and divisibility rules for 2,3,4,5,6,8,9,10,11, and 12.
Creates problems (with reasonable answers) involving factors, multiples and divisibility rules.
Intended In this lesson, the learners should be able to:
Learning
Outcomes: LEARN:
Accurately use divisibility rules for 2, 5, and 10 to find common factors of given numbers in problems.
Correctly apply divisibility rules for 3, 6, and 9 to identify common factors in every task.
Demonstrate proficiency in using divisibility rules for 4, 8, 12, and 11 to find common factors in every problem situation.

LOVE:
Collaborate solve routine problems and non-routine problems involving factors, multiples, and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12, providing
clear explanations for their solutions.
Engage in a group discussion to analyze the use of divisibility rules and share insights on solving complex problems involving factors and multiples, contributing
at least one unique solution.
Show participation in a peer review session, providing constructive feedback on peers’ solutions to problems involving factors and multiples, focusing on the
application of divisibility rules.

LIVE:
Create original problems involving factors, multiples, and divisibility rules, presenting their solutions and reasoning to the class.
Solve original problems involving factors, multiples, and divisibility rules, presenting their solutions and reasoning to the class.
Apply their understanding of factors and multiples to solve in real-life problems (e.g., organizing items into groups, determining common schedules) using
divisibility rules, and present their solutions in a written report.

Week 1 Explore
DAY 1 Engage students with the concept of divisibility rules through interactive and introductory activities.

Warm-Up Activity (5 minutes):

Who Am I?
This activity will give students background on the multiples of each number that will gear up to the topic on divisibility rules.

Sample activity:
1. I am thinking of a number. If I divide the number by 3, I will get a remainder of 1. If I divide by 4, I will get a remainder of 1. Who am I?
2. I am thinking of a number. If I divide the number by 5, I will get a remainder of 2. If I divide it by 6, I will get a remainder of 2. Who am I?
3. I am thinking of a number. If I divide the number by 7, I will get a remainder of 3. If I divide it by 8, I will get a remainder of 3. Who am I?
4. I am thinking of a number. If I divide the number by 9, I will get a remainder of 4. If I divide it by 10, I will get a remainder of 4. Who am I?

Process Questions:
1. If a number leaves a remainder of 1 when divided by both 3 and 4, what can you infer about its relationship to the least common multiple (LCM) of 3 and 4? How can
this help you determine the number?
2. If a number leaves a remainder of 2 when divided by both 5 and 6, what is the smallest possible value of this number? Explain the steps and divisibility rules you used
to find this value.
3. For a number that leaves a remainder of 3 when divided by both 7 and 8, can this number be a multiple of any other smaller numbers? Why or why not? Use
divisibility rules to justify your answer.
4. If a number leaves a remainder of 4 when divided by both 9 and 10, how can you verify if a number you think might be the answer satisfies both conditions? Describe
the process and any divisibility rules you apply.

Introduction to Divisibility Rules (20 minutes):

Interactive Video:
Show a brief video explaining the Divisibility Rules of 2,5,10,3,6,9,4,8,12, and 11. Pause at key points to ask questions and ensure understanding.

Discussion/Process Questions:
1. Can you explain how the divisibility rule for 3 works and provide an example of a number that is divisible by 3? What makes this number divisible by 3?
2. How can you quickly determine if a number is divisible by 4? Provide a step-by-step explanation.
3. What similarities and differences do you notice between the divisibility rules for 5 and 10?
4. How does the divisibility rule for 11 work with larger numbers? Explain your answer.
5.
Interactive Whiteboard Examples (5 minutes):
Example Problems:
Present simple examples of Divisibility rules on the whiteboard. For example:

Example Problems:
Present simple examples of Divisibility Rules on the interactive whiteboard. (Teacher can also use the examples from the book)
For example:
1. Is 286 divisible by 2 and 4?
2. Is 3,189 divisible by 3 and 9?
3. Is 23,275 divisible by 5 and 10?
4. Is 4,518 divisible by 6?
5. Is 123, 142 is divisible by 11?
 Encourage students to come to the board to complete steps.

Supplemental Questions:
1. If a number is divisible by 4, it must also be divisible by 2? Why?
2. What happens if you subtract 9 from 3,189? Is the resulting number still divisible by 3 and 9? Why or why not?
3. Explain why a number ending in 5 is not divisible by 10?
4. If you add 2 to 4,518, is the new number still divisible by 6? Explain why or why not.
Firm-Up
DAY 1-2 Solidify students' understanding and skills in Divisibility Rules
Guided Practice (10 minutes):
Step-by-Step Problems:
Work through a series of Divisibility rules and progressing to more complex types. Use a step-by-step approach, allowing students to provide input at each step.
Example Problems:
1. Determine if 246 is divisible by 2.
2. Check if 357 is divisible by 3.
3. Determine if 2,184 is divisible by 4.
4. Check if 4,356 is divisible by 6.
5. Determine if 45,627 is divisible by 11.

Collaborative Learning (15 minutes):

Pair Work: (Shade of Me)
This activity will activate the learnings of the students on the divisibility rules. Teacher will provide rules on how to perform the activity.

Deepen
DAY 2-3 Extend and deepen students' knowledge and skills in Divisibility Rules and series more complex problems and applications.

Problem-Solving (20 minutes):

Round Around the Circle:

The purpose of this activity is to reinforce students' understanding of divisibility rules by engaging them in a dynamic, interactive exercise. By solving different
problems in a rotating manner, students will practice applying the divisibility rules in various contexts, improve their problem-solving speed, and gain
confidence in their mathematical skills.
 Example Problems for Each Chair:
1. Chair 1 (Divisibility by 2): Is 68 divisible by 2? Explain why or why not.
2. Chair 2 (Divisibility by 3): Is 153 divisible by 3? Provide the steps.
3. Chair 3 (Divisibility by 5): Is 340 divisible by 5? How can you tell?
4. Chair 4 (Divisibility by 4): Is 824 divisible by 4? What are your steps?
5. Chair 5 (Divisibility by 6): Is 432 divisible by 6? Justify your answer.
6. Chair 6 (Divisibility by 9): Is 729 divisible by 9? Explain.
7. Chair 7 (Divisibility by 11): Is 462 divisible by 11? Show your process.

Reflection and Discussion (5 minutes):

Class Discussion:
After completing the task, hold a class discussion where groups share their solutions and approaches.

Discussion/Process Questions:
What strategies did you use to solve the problems?
Were there any challenges you faced?
How did you verify your solutions?
Transfer
DAY 3-4 Values Integration:
Connect the lesson's topics and objectives with values, particularly as they pertain to Augustinian students.
Discussion Questions:
1. How can we apply the value of integrity when checking if a number is divisible by 6? What does it mean to ensure that our process is accurate and honest, especially
when verifying our results?
2. When encountering a challenging problem involving divisibility rules, how can the value of perseverance help us persist through difficulties and find the correct
solution? Share an example from the activity where you needed to apply perseverance.
3. How does striving for excellence in applying divisibility rules reflect our commitment to doing our best in academic tasks? Discuss how maintaining high standards in
solving these problems aligns with our values of dedication and effort.
4. How does respecting the mathematical process of divisibility rules reflect our values of respect and order? Why is it important to follow each step carefully, and how
does this respect for process contribute to the accuracy of our results?

B. Real-life Application:
Discussion Questions:
1. How can divisibility rules help in budgeting and managing finances, such as when planning expenses or dividing a total amount of money among several categories?
Provide an example where using these rules would make financial planning easier.
2. In organizing events like parties or community gatherings, how can divisibility rules assist in arranging items such as seating, tables, or supplies? How does this
application ensure that resources are distributed evenly?
3. How can divisibility rules assist in allocating resources or supplies evenly, such as distributing materials in a classroom or supplies for a project? What impact does
this have on the fairness and effectiveness of resource distribution?
4. In team projects or classroom activities, how can divisibility rules help in grouping people or tasks? How does applying these rules ensure that each group or task
 receives an equal share or load?

C. Summative Assessment
Assess understanding and application of Divisibility Rules
Sample Summative Assessment:
I. Tell which numbers among 17,295, 10,236, 22,688, 25,410, 24,220, and 116,244 are.
1. Divisible by 2: _________
2. Divisible by 6:_____________
3. Divisible by 12:______________

D. Scaffold Activity 2
Activity:

Task Description:

Create a mini-project that demonstrates your understanding and application of divisibility rules. You will solve a set of problems, provide real-life examples, and
reflect on how divisibility rules are used in everyday situations. Include the following in your mini-project:

1. Problem Set: Solve five problems involving divisibility rules (e.g., checking if numbers are divisible by 2, 3, 4, 5, 6, 9, 10, etc.).
2. Real-Life Examples: Provide two real-life situations where you can apply divisibility rules (e.g., organizing items, planning events).
3. Reflection: Write a short paragraph explaining how divisibility rules help in solving problems and making decisions in daily life.
Rubrics:
Criteria 5 – Excellent 4 - Good 3 - Satisfactory 2 - Needs 1 - Unsatisfactory
Improvement
Problem Set All five problems Four problems are Three problems are Two problems are Fewer than two
Accuracy are solved correctly solved correctly; solved correctly; solved correctly; problems are solved
with clear, accurate minor errors are some errors. many errors. correctly.
steps. present.
Real-Life Example Two relevant and Two real-life Two examples One example No real-life
creative real-life examples; provided; provided; unclear examples or unclear
examples with clear explanations are explanations are explanation. relevance.
explanations. mostly clear. somewhat unclear.
Reflection Quality Insightful and Clear reflection with Basic reflection; Limited reflection; No meaningful
thorough reflection good understanding some understanding unclear reflection or
on the application of of divisibility rules. shown. understanding. understanding.
divisibility rules in
daily life.
Presentation and Neat, well- Well-organized with Adequate Poor organization; Disorganized;
Organization organized portfolio minor issues in organization: some missing or unclear missing several
with all components presentation. components may be components. components.
included and clearly unclear.
presented.
 WEEKLY LESSON LOG IN MATHEMATICS 5
S.Y. 2024-2025
Teacher: Mr. Vince Hamilton R. Areola
Topics: Divisibility Rules

QUARTER 1 WEEK 1 FIRST MEETING SECOND MEETING THIRD MEETING FOURTH MEETING FIFTH MEETING REMARKS

GRADE 5-HUMILITY July __, 2024 July __, 2024 July __, 2024 July __, 2024 July __, 2024

 Explore  Explore  Explore  Explore  Explore

 Firm Up  Firm Up  Firm Up  Firm Up  Firm Up
 Deepen  Deepen  Deepen  Deepen  Deepen
 Transfer  Transfer  Transfer  Transfer  Transfer
Instructional Materials Textbooks, Worksheets, Textbooks, Worksheets, Textbooks, Worksheets, Textbooks, Worksheets, Textbooks, Worksheets,
Manipulatives, Graphing Manipulatives, Graphing Manipulatives, Graphing Manipulatives, Graphing Manipulatives, Graphing
Calculators, Whiteboard, Calculators, Whiteboard, Calculators, Whiteboard, Calculators, Whiteboard, Calculators, Whiteboard,
Visual Aids, Online Visual Aids, Online Visual Aids, Online Visual Aids, Online Visual Aids, Online
Simulations, Educational Simulations, Educational Simulations, Educational Simulations, Educational Simulations, Educational
Videos, Mathematica, Videos, Mathematica, Videos, Mathematica, Videos, Mathematica, Videos, Mathematica,
MATLAB, GeoGebra, MATLAB, GeoGebra, Models MATLAB, GeoGebra, MATLAB, GeoGebra, MATLAB, GeoGebra,
Models Models Models Models

Textbooks/Reference Books Put here the websites Put here the websites you Put here the websites you Put here the websites you Put here the websites
you use use use use you use

Books include the title Books include the title and Books include the title and Books include the title and Books include the title
and specific page specific page specific page specific page and specific page
Remarks Reference: Partially Achieved & Not Achieved
Did this Lesson Plan Reasons for Lesson Plan Disruption: Actions Taken for "Partially Completed" and "Not
achieve its objectives?  Class suspended due to inclement weather Completed":
 Fully Achieved  Class suspended for school event  Re-teaching of Competency
 Partially Achieved  Teacher attended seminar/workshop on (Date/s): _______________  Intervention/Remedial Activities
 Not Achieved  Teacher on sick leave  Enrichment Activities
 Assessment indicates low mastery level  Mastery Tasks
 Insufficient time to complete activities  Carry forward to the next session
 Other: __________________________________________________  Move to the next competency

PREPARED BY:

CHECKED BY:

MR. VINCE HAMILTON R. AREOLA NOTED BY:

MATH 10 TEACHER MR. SETH JOHN L. AGRUDA
ACADEMIC COORDINATOR SR. LIEZL A. PALABRICA, A.R.
SCHOOL PRINCIPAL