School Grade Level Four

Teacher Learning Area Mathematics

Time & Date Quarter Q2-W4-D4

Creating Problems Involving LCM with reasonable answers

I. OBJECTIVES
A. Content The learner demonstrates understanding of factors and
Standard multiples, addition and subtraction of fractions and improper
fractions and mixed numbers.
B. Performance The learner is able to apply knowledge of factors and
Standard multiples, addition and subtraction of fractions in
mathematical problems and real -life situations and
recognize and represent improper fractions and mixed
numbers in various forms and contexts.
C. Learning Create Problems Involving LCM with reasonable answers.
Competencies/ Write the missing data in a problem.
Objectives (M4NS-11d-71.1.2) Values Integration: Using spare time
wisely
II. CONTENT Creating Problems Involving LCM with reasonable answers
III. LEARNING Number cards.
RESOURCES
A. References
1. Teacher’s 129 - 131
Guide pages
2. Learner’s 100 - 103
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning K to 12 Grade 4 Curriculum, LM Math Grade 4, number
Resources cards,
IV. PROCEDURE Advance Learners Average Learners
ACTIVITY
DRILL DRILL
Flash some cards with pair Flash some cards with pair
of numbers, ask the pupils to of numbers, ask the pupils to
give the LCM of the pairing give the LCM of the pairing
numbers. numbers.

7, 35 9, 36 4, 32 3,9 2,8 6, 12

8,24 15,45 4,12 5, 15

 REVIEW
How do we give the LCM of
two numbers?
What are the things we
should consider in creating
word problem?
Today our learning task is
about creating problems
which involve LCM.
MOTIVATION
Do you have collections at
home?
What are your collections?
What do you do with your
collections?
Instill the value of using time
wisely.
PRESENTATION
Direct pupils attention to the
story
problem shown on the
board.
Note to the teacher: (teacher may
choose sample problems to use for
his/her class)
Sample 1
Jayden arranged his
collection of sticker soldiers
either in 10 or 12 per
album without excess.
What is the smallest
number of sticker soldiers
that will allow him to do
this?
Ask the following questions
DEVELOPMENTAL
1. What are given? (10 and
12)
ACTIVITIES
2. What operation is
needed?
(division/multiplication)
3.What is asked for in the
problem? (the smallest
number of sticker soldiers
REVIEW
How do we give the LCM of
two numbers?
What are the things we
should consider in creating
word problem?
Today our learning task is
about creating problems
which involve LCM.
MOTIVATION
Do you have collections at
home?
What are your collections?
What do you do with your
collections?
Instill the value of using time
wisely.
PRESENTATION
Direct pupils attention to the
story
problem shown on the
board.
Note to the teacher: (teacher may
choose sample problems to use for
his/her class)
Sample 1
Janjan arranged his
collection of toy soldiers
either in 8 or 10 in a shelf
without excess. What is the
smallest number of toy
soldiers that will allow him
to do this?
Ask the following questions
1. What are given? ( 8 and
10)
2. What operation is
needed?
(multiplication/division)
3.What is asked for in the
problem? ( the smallest
that will allow Jayden to
arrange them without
excess.
Can you make problems
similar to the example
given?
Show another story problem
to the children let them read
and ask the following
sentence:
Sample 2
The Grade 4 Honesty pupils
are assigned to plant
vegetables in the school
garden. There are 18 okra
plants and 24 eggplants to be
grow. How many plots are
needed to prepare if each
plot will have the same
number of okra and
eggplants?
What are given in the
problem? (18 and 24)
Can you underline them?
What other important
informations are included in
the problems? (least number
of plots needed, the same
number of okra and
eggplants for each plot)
Can you show it on the
board?
Tell the pupils those
underline data are needed
when creating word
problems which involved
LCM of two given numbers.
PERFORMING THE
ACTIVITIES
Group the pupils into five
working teams and tell them
number of toy soldiers that
will allow Janjan to arrange
them without excess.
Can you make problems
similar to the example
given?
Show another story problem
to the children let them read
and ask the following
sentence:
Sample 2
Aling Minda is preparing
bread roll and tetra juice for
the Alay Lakad Projet activity.
Bread roll are sold in pack of
10 while juice are in box of 6.
What is the smallest number
of bread roll and juice Aling
Minda has to buy to have an
equal number of each?
What are given in the
problem? (10 and 6)
Can you underline them?
What other important
informations are included in
the problems? (smallest
number of bread roll and
juice Aling Minda has to buy)
Can you show it on the
board?
Tell the pupils those
underline data are needed
when creating word
problems which involved
LCM of two given numbers.
PERFORMING THE
ACTIVITIES
Group the pupils into five
working teams and tell them
to create word problems
based on the situation given.
Aling Choleng would like to
share her harvest of fruits,
she intends to share at least 8
avocados and 4 santols to
each of her 2 kumares.
Expected output
Aling Choleng has avocados
and santols. She likes to
share these to her 2
kumares. If she likes to give 8
avocados and 4 santols to
each of her 2 kumares, what
is the least number of fruits
Aling Choleng should have?
PROCESSING THE
ACTIVITIES
Let the group present and
discuss the problem they
have created
Ask:
How did you create a
problem similar to the one
given?
Expected Answers:
- Get familiar with the
concept and its application to
real life situations.
- Think of the types of
problems you want to create.
How else can you create
story problems?
Read some problems similar
to the given and study their
solutions.
to create word problems
based on the situation given.
Aling Esing would like to share
her harvest of fruits, she
intends to share at least 6
avocados and 4 santols to
each of her 2 kumares.
Expected output
Aling Esing has avocados and
santols. She likes to share
these to her 2 kumares. If she
likes to give 6 avocados and 4
santols to each of her 2
kumares, what is the least
number of fruits Aling Esing
should have?
PROCESSING THE
ACTIVITIES
Let the group present and
discuss the problem they
have created
Ask:
How did you create a
problem similar to the one
given?
Expected Answers:
- Get familiar with the
concept and its application to
real life situations.
- Think of the types of
problems you want to create.
How else can you create
story problems?
Read some problems similar
to the given and study their
solutions.
REINFORCING THE REINFORCING THE
CONCEPT AND SKILL CONCEPT AND SKILL

Have the pupils create a Have the pupils create a

problem similar to the one problem similar to the one
shown below. shown below.
Renz watches PBA games Pencils are sold by half a
on tv screen every after 4 dozen while markers are sold
days. His brother Bongchie by a dozen. If Cardo would
watches the same show like to have equal number of
every after 5 days. If both both items, what is the least
the boys watch tv today number of pencils and
after how many days will markers Cardo should
they both watch again? purchase?
1. Who are watching PBA
1. How are pencils being
games on TV?
sold?
2. When is Renz watching
2. What is the problem we
TV? What about Bongchie?
need to solve for?
3. what is the problem we
3. How do we solve the
need to solve for?
problem?
4.How do we solve the
problem?
SUMARIZING THE LESSON
Summarize the lesson by
SUMARIZING THE LESSON
asking,
Summarize the lesson by
How do we create problems
asking,
involving LCM?
How do we create problems
Guide the pupils to come up
involving LCM?
with these generalizations.
Guide the pupils to come up
- Familiarize oneself with the
with these generalizations.
concept and its application in
- Familiarize oneself with the
real-life situations.
concept and its application in
- Think of the type of
real-life situations.
problem you want to create.
- Think of the type of
- Read some problems and
problem you want to create.
their solutions.
- Read some problems and
their solutions.

APPLYING TO NEW AND

APPLYING TO NEW AND
OTHER SITUATIONS
OTHER SITUATIONS

Create problems involving

Create problems involving
LCM based on the following
LCM based on the following
situations:
situations:
1. 1.
12 plastic bottles 10 daisy flowers
8 breakable bottles 8 rose flowers

 Arranged in a box  Placed in 2 vases

with 2 rows  Smallest number
 Smallest number of flowers
of bottles

2.
2.
15 male volunteers
20 story books
9 male volunteers
12 fiction books
 Assigned to 3 fire
 Displayed equally stations
to 2 mini libraries  Smallest number
 Smallest number of volunteers
of books
ASSESSMENT
ASSESSMENT
Create a problem involving
Create a problem involving
LCM for each set of
LCM for each set of
information.
information.
20 local stamps, 15 foreign
4 group of boys, 5 group of
stamps collection in an album
girls divided equally
smallest number of stamps
smallest number of children

12 oregano plants, 8 sili

8 waling- waling orchids, 6
plants planted in a plant box
butterfly orchids
least number of herbs
arrange equally into
driftwood
smallest number of orchids
HOME ACTIVITY
How many multiples of 3 are HOME ACTIVITY
greater than 30 but less than
How many multiples of 4 are
50?
greater than 20 but less than
40?
Rubrics for checking and
rating the assessment.
Rubrics for checking and
rating the assessment.
Points Criteria
5 Write the story
Points Criteria
problem with
5 Write the story
complete and
problem with
organize data. It
complete and
 should include organize data. It
creation of question should include
which involved LCM creation of question
of two given which involved LCM
numbers. of two given
4 Write the story numbers.
problem with 4 Write the story
complete data, it problem with complete
includes creation of data, it includes
problem which creation of problem
involved LCM of two which involved LCM of
given number. two given number.
3 Create and write the 3 Create and write the
problem but with data, problem but with data,
question included question included
which involved LCM of which involved LCM of
two numbers. two numbers.
2-1 Output is almost 2-1 Output is almost
similar only to the similar only to the
phrases shown in the phrases shown in the
example. example.
V.REMARKS
VI.REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
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?