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Detailed Lesson Plan in Math 4 2025

The document is a detailed lesson plan for a Mathematics 4 class focusing on identifying multiples and factors of numbers up to 100. It includes objectives, subject matter, procedures for teaching, and evaluation methods. The lesson emphasizes understanding through group activities and problem-solving related to least common multiples.

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ronniel.kenzo
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913 views5 pages

Detailed Lesson Plan in Math 4 2025

The document is a detailed lesson plan for a Mathematics 4 class focusing on identifying multiples and factors of numbers up to 100. It includes objectives, subject matter, procedures for teaching, and evaluation methods. The lesson emphasizes understanding through group activities and problem-solving related to least common multiples.

Uploaded by

ronniel.kenzo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Department of Education

Region V - Bicol
Division of Masbate
District of San Jacinto
Liceo de San Jacinto Foundation Incorporated

Detailed Lesson Plan in


Mathematics 4

I. Objectives:
At the end of the lesson the pupils should be able to:
 Identify the multiples of given numbers up to 100.
 Find all the factors of a given number up to 100.
II. Subject Matter:
A. Topic:
Identifying and finding all the factors and multiples of a given number up to 100
B. References:
Lesson Exemplar for Mathematics Grade 4
C. Materials:
Whiteboard, Marker, Instructional Materials
D. Value Focus:
Concept of Equality and Fairness
III. Procedure:
Teacher’s Activity Pupils’ Activity
A. Preliminary Activities:

1. Prayer:
Before we start, ________ kindly lead the -“Our Father in heaven holy be your
prayer. name……….Amen.”
2. Greetings:
Good Morning Class! How are you today? -“Good Morning Sir”
“Before you take your seat, please pick -“Good!”
up some pieces of papers under your chair
and arrange your chair properly.”
3. Checking of Attendance:
Is everybody present today? Very Good! -“Yes Sir!”
4. Review/Drill:
What is 4 x 5? -20
What is 20 x 2? -40
What is 10 x 7? -70
What is 7 x 5? -35
What is 14 x 3? -42
Very Good!

B. Developmental Activities:

1. Motivation:
The teacher will ask the following:
1. Closely look at the numbers above and -Same numbers
below the blue boxes. What have you
noticed?
2. What have you noticed with the numbers -They are products of numbers multiplied by
inside the blue boxes? themselves.

3. What other patterns do you see? -(The pupils will present their understanding)

Very Good!

2. Abstraction:

-Have you heard the word, -Yes Sir!


“multiples”?
-What is the first word that comes to -Multiplication!
your mind when you hear
“multiples”?
-How about the word, “factors”? -All about factoring!

A multiple is a number that we get when a number is


multiplied by a natural or counting number.
A factor of a number is a divisor of the given number
that divides it completely, without leaving any
remainder.

Let us identify the multiples of given numbers up to


100 base on our multiplication table.

-2,4,6,8,10,12,14,16,18,20
What is the first 10 multiples of 2 in the
multiplication table?
-3,6,9,12,15,18,21,24,27,30
What is the first 10 multiples of 3 in the
multiplication table?

Very Good!

 2, 4, 6, 8, ..., 20 are the products or results


when 2 is multiplied by numbers or factors 1,
2, 3, 4, ...,10.
 We can also notice that 2 is a multiple of itself.
 Also, you can generate the multiples of a
number through skip counting.
(The same for the multiples of 3)
Identifying Common Multiples

We can find some of the common multiples of


2 and 3 by listing them.

Example:

-Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22,


24, 26, 28, 30
-Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

-The common multiples of 2 and 3, up to 30 are 6, 12,


18, 24, 30.

Based on the examples, how do we get the common -By listing the multiples of a given number by
multiples of given numbers? multiplying the number by another number or
skip counting
-By identifying the common multiple from the
list.

3. Group Activity:

Okay class, I will group you into 2 groups


and I will give you 5 minutes to finish your
activity. And after that, the reporter from each
group will report their work in front.

But before that, what are the standards of (The pupils will raise their right hand to answer)
rules to follow in conducting a group -Pupil 1: Choose a leader, Secretary, and
activity? Reporter.
-Pupil 2: Cooperate with the group.
-Pupil 3: Minimize your voice.
-Pupil 4: Finish the activity on time.
-Pupil 5: Don’t roam around.

Very Good!

Is everybody ready? -Yes Sir!

Your timer starts now!

-Group 1:

Find the common multiples of the following numbers


up to 100 only.

 What are the common multiples of 10, 20, 25? -Multiples of 10


10, 20, 30, 40, 50, 60, 70, 80, 90, 100
-Multiples of 20
20, 40, 50, 60, 80, 100
-Multiples of 25
25, 50, 75, 100
-The common multiples of 10, 20, 25 is 100.
-Group 2:
Find the common multiples of the following numbers
up to 100 only.

 What are the common multiples of 6, 5, 10? -Multiples of 6


6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78,
84,90, 96
-Multiples of 5
5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65,
70,75, 80, 85, 90, 95, 100
-Multiples of 10
10, 20, 30, 40, 50, 60, 70, 80, 90, 100
-The common multiples of 6, 5, and 10 are 30,
60, and 90.

4. Application:

To apply our lesson on multiples, let us analyze and


solve this sample word
problem:

Kelvin installed Christmas lights in front of his house


for decoration during the holiday season. These
Christmas lights consist of two colors: white and blue.
The white lights flash every 3 minutes, while the blue
lights flash every 4 minutes. Every after how many
minutes do they flash together?

To answer this, we will get the least common multiples


of 3 and 4. The white lights flash every 3 minutes while
blue lights flash every 4 minutes.
● Multiples of 3 are 3, 6, 9, 12
● Multiples of 4 are 4, 8, 12
Therefore, the lights will flash together after every 12
minutes

What is the least common multiple (LCM)?

The lowest common multiple or least common


multiple (LCM) is the smallest integer (whole number)
that belongs to the multiplication table of two or more
composite numbers.

-Least meaning smallest number


-Common meaning shared between two or
more numbers
-Multiple meaning the product of two
numbers

5. Generalization:

How can we identify and find all the factors and - By listing the multiples of a given number by
multiples of a given number? multiplying the number by another number or
by skip counting.
Very Good!

Did everybody understand our lesson? -Yes Sir!

Excellent!

Since everyone understood our lesson, get one whole


sheet of pad paper.
IV. Evaluation:

Direction: List the multiples of each of the given numbers up to 100. Then identify the common multiples
of each set.

Given
No. Multiples Common Multiple/s
Number
5
1
10
10
2 20
30
4
3 8
12
3
4
9
2
5 4
6

V. Assignment:

Direction: Analyze and solve the given word problem. Show the necessary solution.

What is the shortest height at which three stacks of boxes, 9 inches,


12 inches, and 18 inches, will be equal?

Prepared By:

Ronniel E. Lumberio
Subject Teacher

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