School Grade Level GRADE IV

Teacher Learning Area MATHEMATICS

Time & Date Quarter Q2W1D1

Identifying Factors of a Given Number up to 100

I. OBJECTIVES
A. Content The learner demonstrates understanding of factors and
Standard multiples and addition and subtraction of fractions
B. Performance The learner is able to apply knowledge of factors and multiples,
Standard and addition and subtraction of fractions in mathematical
problems and real-life situations
C. Learning  Identifies factors of a given number up to 100
Competencies/  Finds the factors of a given number up to 100
Objectives M4NS-IIa-64
Write the LC Integration: Helpfulness, Empathy, Awareness of Calamities
code for each
II. CONTENT Identifying Factors of a Given Number up to 50
III. LEARNING
RESOURCES
A. References
1. Teacher’s 118-121
Guide pages
2. Learner’s 89-91
Materials
pages
3. Textbook Mathematics for Global Challenges 4 pp. 123-127
pages
4. Additional Lesson Guide in Elem. Math Grade 5 pp.33-37
Materials from
Learning
Resource (LR)
portal

B. Other Learning show me board, flashcards, pictures, video clip, SMART TV or

Resources projector, laptop, pocket Wi-Fi or internet connectivity

IV. PROCEDURE Advanced Learners Average Learners

DRILL: DRILL:
A. Reviewing Basic Division Facts Basic Division Facts
previous lesson (use flashcards) (use flashcards)
or presenting Give 5 problems involving Give 5 problems involving
the new lesson division with minuend up to 50. division with quotient up to
50.

B. Establishing the Say: Today, we will learn to Say: Today, we will learn to
purpose for the identify factors of a given identify factors of a given
lesson number from 1 to 50. number from 1 to 50.

1
 MOTIVATION: MOTIVATION:
On January 2018, the Mayon On January 2018, the Mayon
Volcano in Albay erupted and Volcano in Albay erupted and
many residents were affected. many residents were
Arnel and his father plan to affected. Arnel and his father
give foods to their affected plan to give foods to their
relatives in Albay. Aside from affected relatives in Albay.
the pancit bato that they Aside from the pancit bato
cooked, they also baked 30 that they cooked, they also
cupcakes. His father told him baked 20 cupcakes. His
to pack them separately in father told him to pack them
small boxes. What are the separately in small boxes.
possible number of cupcakes What are the possible
that can be placed in boxes? number of cupcakes that can
Can you help Arnel pack the be placed in boxes?
cupcakes?
Ask:
Ask: How will you solve the
problem?
How will you solve the
problem? Discuss to the class how to
get the Factors through
C. Presenting Show to them the illustration of illustrations of the cupcakes.
examples/Instan groupings w/ 5 cup
ces of the New cakes
Lesson cup each each box
w/ 5 cakes
box

D. Discussing new Group the pupils into 5 working Group the pupils into 5
concepts and teams and have them perform working teams and have
practicing new the task. them perform the task.
skills #1
Group 1. Find the common Group 1. Find the common
factors by listing a numeral in factors by listing a numeral in
each box having a sum of 30. each box having a sum of 20.

5 5 5 5 5
5 5 5 5 5

Groups 2 & 3 Groups 2

What pairs of numbers can 2 2 2 2 2

give a product of 30? 2 2 2 2 2

______ & _______ Groups 3 & 4

______ & _______ What pairs of numbers can
______ & _______ give a product of 20?
_______ & _______
Group 4 & 5 _______ & _______
Make a factor tree of 30.
Group 5

2
 30 30 30 Make a factor tree of 20.
20 20
Ask the groups to present
Ask the groups to present and discuss their answers on
and discuss their answers on the board.
the board.
Ask: How do we find the
Ask: How do we find the factors of 20?
factors of 30?
What good values was
What good values was shown shown by Arnel and his
by Arnel and his father? father?

E. Discussing new Card Collection Card Collection

concepts and
practicing new Mechanics: Mechanics:
skills #2 a. Divide the class into 4 a. Divide the class into 4
groups. Each group has a groups. Each group has a
box. Each box contains box. Each box contains
factors of a number. factors of a number.
b. Flash the given numbers. b. Flash the given numbers.
c. The group members will c. The group members will
look for the factors of the look for the factors of the
given number. They will given number. They will
post the cards on the board. post the cards on the
d. The group which has the board.
greatest number of correct d. The group which has the
answers wins the contest. greatest number of correct
answers wins the contest.

F. Developing Find your Partner Find your Partner

mastery (leads a. The pupils will be divided a. The pupils will be divided
to Formative into two groups. One group into two groups. One
Assessment 3 holding the factors while the group holding the factors
other group holds a while the other group
numeral. holds a numeral.
b. Each member of the group b. Each member of the group
will look for their respective will look for their
partners. respective partners.
c. The first group to finish will c. The first group to finish will
be declared the winner. be declared the winner.

G. Finding practical If you are given a weekly baon If you are given a weekly
application of for snacks amounting to P50, baon for snacks amounting to
concepts and how will you divide it into 5 P50, how will you divide it
skills in daily days? Will you save some into 5 days? Will you save
living amount? Why/Why not? some amount? Why/Why
not?

H. Making  What are the methods  What are the methods

generalization in finding the Factors of in finding the Factors
and abstractions a number? of a number?
about the lesson  How can we identify the  How can we identify

3
 factors of a given the factors of a given
number? number?

The methods in finding The methods in finding

the factors of a number the factors of a number
are through illustration, are through illustration,
filling in tables and factor filling in tables and factor
tree. tree.

We can say that the set
of numerals are the
factors of a given number
if their product is the
same as the given
number.
We can say that the set
of numerals are the
factors of a given number
if their product is the
same as the given
number.

I. Evaluating A. Fill in the blanks with 2 A. Fill in the blanks with

Learning pairs of factors of the a pair of factors of the
given number. given number.
1. 45 = _____, _____ 1. 25 = _____, _____
_____, _____ 2. 32 = _____, _____
2. 40 = _____, _____ 3. 30 = _____, _____
_____, _____ 4. 21 = _____, _____
3. 50 = _____, _____ 5. 15 = _____, _____
_____, _____
4. 27 = _____, _____
_____, _____
5. 36 = _____, _____
_____, _____

J. Additional Find all pairs of factors of Find all pairs of factors of

activities for the numbers using any the numbers using any
application or method. method.
remediation 1) 90 1) 48
2) 60 2) 60
3) 56 3) 45
4) 70 4) 55
5) 82 5) 37
V. REMARKS

VI. REFLECTION

A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners

4
 who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?