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CLASSROOM Observation 1
SY 2020 – 2021

LESSON PLAN in MATHEMATICS 4

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of factors and
multiples and addition and subtraction of fractions.

B. Performance Standards: The learner is able to apply knowledge of factors and

multiples, and addition and subtraction of fractions in mathematical problems and
real-life situations.

C. Learning Competencies/Objectives: The learner finds the common factors and

the greatest common factor (GCF) of two numbers using the following methods:
listing, prime factorization, and continuous division. (M4NS-IIc68.1)

II. CONTENT
 Numbers and Number Sense – Finding the Common Factors and the
Greatest Common Factor (GCF)

Prerequisite Concepts and Skills:

- Mastery of the basic multiplication basic facts
- Identifying prime and composite numbers.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages 118-122, Curriculum Guide Page 108
2. Learners Materials Pages 89-92
3. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resources
- Computer Assisted Instructions, charts, show me board, chalk, flags, printed
exercises, laptop, speaker and projector
Value Focus: Helpfulness

IV. PROCEDURES

A. Preliminary Activities
1. Drill
Game Opener
Have a drill on the basic multiplication facts using the game “Naming the
Babies”. Name two numbers or factors which when multiplied gave the
following numbers. The answers must be written in the show me board within
10 seconds. This activity will be done individually.

24 36 42 56 20

2. Review
Conduct a review on identifying prime and composite numbers with the
game “Raise Your Flag!”. With the aid of the power point, numbers will be
flashed on screen and learners will identify if the number is prime or composite.
This will be done by pair. Blue flag will be raised if the number is prime and
orange flag will be raised if the number is composite. Each number must be
answered in 5 seconds.
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13 21 17 4 1
3. Motivation
Show a picture of a boy helping his father harvesting in a farm. Ask the
pupils to tell something about the picture. Elicit the value of helpfulness.
Ask the following:
 How do you show helpfulness at home? In school?
 Is it good to be helpful? Why?

 Present to the class the topic of the day and the lesson objective.
Topic of the day:
Finding the Common Factors and the Greatest Common Factor (GCF)

Lesson Objective:
At the end of the lesson, the pupils are able to find the common factors
and the greatest common factor (GCF) of two numbers using the following
methods: listing, prime factorization, and continuous division. (M4NS-IIc68.1)

B. Developmental Activities
1. Presentation
Problem Opener Strategy.
Present this problem to the class.

Arnel helps his father in harvesting their fruits in the farm. They harvest 12
pineapples and 18 mangoes. They plan to pack them separately in small boxes. What is
the biggest number of pineapples and mangoes that can be placed in boxes if these are
of the same number?

Have the pupils read the problem. Use the DRTA Approach while reading to
elaborate every part of the story.
Then ask the following:
 What did Arnel and his father do?
 How many pineapples were harvested?
 How many mangoes were harvested?
 What do Arnel and his father plan to do with the fruits?
 How will you solve for the answer to the problem?
The teacher will guide the pupils on how to get the GCF of the given using the
three different steps: listing method, prime factorization and the continuous division.

2. Perform the Activity

Group the pupils into 3 working teams and have them perform the task.
Group 1: Finding the Common Factors and GCF by listing the factors of 12 and 18.
Expected answer:

The factors of 12 are 1, 2, 3, 4, 6, and 12

The factors of 18 are 1, 2, 3, 6, 9, 18
Common Factors: 1, 2, 3, and 6
Greatest Common Factor: 6

Group 2: Finding the GCF of 12 and 18 by prime factorization. Writing each number as
a product of its prime factors using a factor tree.
Expected answer:
12 18

2X6 2X9

2X3 3X3
12 = 2 X 2 X 3 Common Prime Factors: 2 x 3
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18 = 2 X 3 X 3 GCF: 6

2 12 18
3 6 9
Group 3: Finding the GCF by continuous division.
Expected answer: 2 3
GCF: 2 x 3 = 6

3. Processing the Activity

Ask the groups to present and discuss their answers on the board.
Expected answers:
 We solved problems by first finding the common factors and then the GCF by the
listing method.
Elaborate:
 Common factors are factors common to two numbers.
 Greatest Common Factor or GCF is the biggest factor common to two numbers.

 We also solved for the answer by writing each number as a product of its prime
factors using factor tree or prime factorization, then multiplying the common prime
factors to get the GCF.

 We also solved the problem by continuous division.

Elaborate:
 Continuous division is done following the steps below:
1. Write the numbers horizontally and find a prime number that will divide the
numbers if possible.
2. Divide by that prime number and write the quotients below the dividends. Copy
any number not divided below them.
3. Continue the process until no two numbers have a common prime divisor.
4. Multiply all the prime divisors common to the given numbers to get the GCF.

 Emphasize that prime factors are factors which are prime numbers.

4. Reinforcing the Concept/Lesson

a. Show some problem
Discuss and solve this problem to the class. Use the three ways on getting the
GCF to solve this problem. This activity must be done in 10 minutes.

Alvin has 48 guavas and Elorde has 60 guavas. Each of them will share the
guavas to their friends. What is the greatest number of guavas each of their friends get
if Alvin and Elorde will give the same number of guavas?

b. Present another problem

Have the pupils do the following activities.
A. List the factors of each number below with the game, “Ilista Mo, Factor Ko!”.
The pupils will write their answers on the show me board. Each number must be done in
a minute. (Diad Activity)
a.) 16 b.) 36 c.) 54 d.) 48

B. Write each number as a product of its prime factors using factor tree with the
game, “Prime Factors? Easy!”. The pupils will write their answers on the show me
board. Each number must be done in two minutes. (Diad Activity)
a.) 12 b.) 18 c.) 24 d.) 16
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C. Find the Greatest Common Factor of the following pairs of numbers with the
game, “GCF Ba Hanap Mo?” using any of the following methods: Listing, Prime
Factorization, or Continuous Division. (Diad Activity)
a.) 12 and 16 b.) 18 and 24 c.) 20 and 30 d.) 36 and 54

5. Summarizing the Lesson

Summarize the lesson by asking:
What are factors?
What is prime factorization?
What are common factors?
What is the Greatest Common Factor of two numbers?
How do we find the Greatest Common Factor of two given numbers?

6. Applying to New and Other Situations

a. Guided Practice
1. Write each number as a product of its prime factors. Use factor tree.
16 24 30 32

2. List all the factors of each number. Then, find the common factors and the
greatest common factor of each pair of number.
18 = ________________________
27 = ________________________
Common Factors: _____________ GCF: __________

21 = ________________________
35 = ________________________
Common Factors: _____________ GCF: __________

24 = ________________________
36 = ________________________
Common Factors: _____________ GCF: __________

b. Group Practice
The class will be group according to their favorite subject. Those who love
numbers will be Group 1 (Mathematician’s Group); those who love exploration will be
Group 2 (Scientist’s Group); while those who love words will be Group 3 (Linguist’s
Group.)

 Solving Activity Center

General Directions: Find the GCF of each pair of numbers. Use listing method,
prime factorization or continuous division.
Supplementary materials like worksheet is use in this process.

Group 1 (Mathematician’s group) Group 2 (Scientist’s Group)

1. 15 and 20 1. 17 and 51
2. 16 and 20 2. 36 and 42
3. 9 and 21 3. 12 and 8

Group 3 (Linguist’s Group)

1. 5 and 6
2. 9 and 27
3. 21 and 30

 Problem – Reading Center

General Directions: Read and solve each problem.
Supplementary materials like worksheet is use in this process.
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Group 1 (Mathematician’s group)

1. Ian and Isagani went fishing. Ian caught 21 fish and Isagani caught 28 fish. What is
the greatest number of fish each could catch per hour, if they caught the same number
of fish per hour?
Group 2 (Scientist’s Group)
1. Mr. Labadia has 2 pieces of wood for his scrabble board. One has a width of 18 cm
and the other one has 20 cm. If both sizes of wood are to be cut into scrabble tiles of
the same width without wasting any wood, what is the greatest width into which the
woods can be cut?

Group 3 (Linguist’s Group)

1. Corinth is an architecture student working on an assignment. She plans to cover a 30
cm by 36 cm sheet of paper completely with identical square patterns. Find the side of
the largest possible square pattern that she can use?

c. Individual Practice
Supplement worksheet on this process.
Directions: Find the Greatest Common Factor (GCF) of the given number pairs by
listing method, prime factorization, and continuous division.
1) 15 and 18 3) 16 and 32
2) 20 and 28 4) 18 and 30

C. Assessment
Supplement worksheet on this process.
Directions: Find the Greatest Common Factor (GCF) of the given number pairs by
listing method, prime factorization, and continuous division.
1) 16 and 24
2) 20 and 30
3) 21 and 35
4) Three pieces of ribbon measure 16 cm and 24 cm. Ann wants to cut them into
strips of the same length. What is the longest possible length of one strip?
5) 36 notebooks and 48 pencils are shared among a number of children so that
each can get an equal number of each kind. Find the largest possible number of
children who can receive them.

D. Home Activity
Remediation
Supplement worksheet on this process.
Provide the following exercises. You may give more.
Write each number as a product of its prime factors.
1) 12 4) 27
2) 14 5) 33
3) 20 6) 48

Enrichment
Supplement worksheet on this process.
Ask the pupils to answer the following questions.
1. What is the Greatest Common Factor of 2X2X3X5 and 2X3X3X5?
2. What is the Greatest Common Factor of 2X3X5X7 and 2X2X3X5X7?
3. What is the GCF of 120 and 160?

Prepared by:

ROLANDO G. BOLASTIG, JR.

Teacher I Checked and observed by:
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AGNES J. BADANA
School Head