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    LESSON PLAN IN MATH GCF

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    Lovelle Angel Montejo

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    © All Rights Reserved
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    LESSON PLAN IN MATH GCF

    Uploaded by

    Lovelle Angel Montejo
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    9 views3 pages

    LESSON PLAN IN MATH GCF

    Uploaded by

    Lovelle Angel Montejo

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    SEMI-DETAILED LESSON PLAN IN MATHEMATICS 5

    I. OBJECTIVES: At the end of the lesson, the students are expected to:
    A. Identify the common factors of the given numbers
    B. Find the GCF of 2-4 numbers using continuous division (M5NS-Id-68.2)
    C. Develop a sense of responsibility to help their parents in a small way.

    II. CONTENT: Greatest Common Factor

    III. LEARNING RESOURCES


    A. Reference : Lesson Guides in Mathematics Grade 5 pp. 21-22
    Math 5 Learner’s Material pp.
    MELC in Math 5

    B. Materials : Powerpoint Presentation

    IV. PROCEDURE:
    A. Drill
    Identify the factors of the following numbers:
    1. 28 a. 4 and 6 b. 7 and 4 c. 3 and 5
    2. 35 a. 7 and 5 b. 3 and 6 c. 9 and 5
    3. 40 a. 4 and 9 b. 8 and 7 c. 8 and 5
    4. 18 a. 2 and 6 b. 3 and 6 c. 4 and 6
    5. 56 a. 8 and 7 b. 7 and 9 c. 6 and 8

    B. Review

    Answer the following questions:


    1. What is a prime number?
    2. What is a composite number?
    3. What are the common prime factors of 4, 8, and 12?

    C. Lesson Proper

    1. Motivation:
    1. Have learners take out a sheet of paper.
    2. Give them a pair of numbers, 12 and 16. Have each learners list all
    factors of these two numbers.
    3. Finally, encircle the common factors of these two numbers and
    identify the greatest common factor of these two numbers.

    Ask: What do you think the term greatest common factor (GCF) means?

    2. Presenting Examples/Instances of New Lesson

    Dennis, a college student, wants to sell badminton shuttlecocks and


    racquets to help his parents in his tuition fee. He has 30 badminton
    shuttlecocks and 24 racquets. He wants to sell common-sized
    packages containing both shuttlecocks and racquets. What is the
    greatest number of packages he can sell with no left over
    shuttlecocks or racquets?
    a. What are the given facts?
    - 30 badminton shuttlecocks
    - 24 rackets

    b. What is asked?

    What is the greatest number of packages he can sell with no left


    over shuttlecocks or racquets?

    Based from the question, what do we have to find in this


    problem?

    - GCF

    c. What strategy can we use to solve this problem?


    a. Continuous
    b. Factor Tree
    c. Prime factorization

    This time we will only use Continuous Division.

    Steps:

    1. Divide the numbers by their common factor.

    2 24 30
    12 15
    2. Repeat step 1 until the remaining numbers don’t have
    common factors except one.

    2 24 30
    3 12 15
    4 5

    3. Multiply the divisors. This are the numbers found on the


    left.

    2 24 30
    3 12 15
    4 5

    2x 3= 6
    Thus, there the greatest number of packages he can sell is 6.

    Values Integration:
    Who among you here has been a little businessman, who have sell something
    to earn money? What did you do with the money?

    1. Discussing New Concepts and Practicing New Skills


    Boardwork

    Find the GCF of the following numbers.


    a. 4 and 8
    b. 15 and 25
    c. 24 and 12
    d. 18 and 24
    e. 9 and 27
    D. Application

    In your notebook, answer the problem.

    The table below shows the number of students in the school choir.

    School Choir
    Students Number
    Girls 24
    Boys 16

    The choir teacher plans to arrange the students in equal rows. Only girls or
    boys will be in each row. What is the greatest number of students that could
    be in each row?

    E. Generalization

    What method did we use in finding the GCF?


    What are the steps in finding the GCF using Continuous Division?

    F. Evaluation

    Find the GCF of the following numbers. Show your solution using
    continuous division. Answer in a ½ sheet of paper.
    1. 12 and 16
    2. 35 and 28
    3. 45 and 54
    4. 10 and 35
    5. 30 and 40

    V. ASSIGNMENT

    Answer the problem in your notebook. Show your solution.

    A math teacher combines his class with a science teacher for a group activity. The
    math teacher has 18 students and the science teacher has 27 students. The teachers want to
    form groups of the same size. Each group must have the same number of math students and
    the same number of science students. What is the greatest number of groups the teachers can
    form?

    Prepared by:

    LOUVELLE ANGEL D. MONTEJO


    Teacher I

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