LP Math Week 2

LESSON PLAN IN MATHEMATICS V
DATE:______________________
Objective: Uses divisibility rules for 2, 5 and 10to find common factors
Value Focus: Thriftiness
Prerequisite Concepts and Skills:
Mastery of the basic division facts
Mastery of the basic multiplication facts
Materials: flash cards, pocket chart, problem written on the chart.
References: Curriculum Guide in Math 5
Code: M5NS-Ib 58.1
Ateneo Lesson Guide Grade 5 p.66
Growing Up with Math 5 p. 97
Instructional Procedures:
A. Preliminary Activities
1. Drill
Mental Drills on Easy Division (3-digit dividends by 1-digit divisor) using flash cards
a. 248 4 = n
2. Review
On multiples of a number
Give the first three multiples of:
1.4
Motivation
Playing the boat is sinking
The students will group themselves according to the number called out by the
teacher. Students who failed to group themselves according to that number sit
down and are out of the game.
While the game is in progress, teacher writes data on the board.
B. Developmental Activities
1. Presentation
Present the problem to the class.
On a certain bakery, there were 230 monay breads to be placed on trays. The
baker wants to arrange them in either 2, 5 or 10 rows. Would it be possible for him to
arrange the breads?
Ask: How many monay breads were in the bakery?
What does the problem askedyou to find?
How will you find the answer to the problem?
2. Performing the Activities
Ask the pupils to work in pairs in solving the problem.
Solution 1A : Dividing 230 by 2
230 2 = 165,arranging the breads by 2s is possible
Solution 1B : Using the divisibility rule for 2
All even nos. are divisible by 2
230 is an even no., therefore it is divisible by 2, arrangement of bread by
2s is possible
Solution 2A: Dividing 230 by 5
230 5 = 46, arranging by 5s is possible
Solution 2B: Using the divisibility rule for 5
Numbers ending in 0 and 5 are divisible by 5
230 ends in 0, therefore it is divisible by 5, arrangement of bread by 5s is
possible.
Solution 3A: Dividing 230 by 10
230 10 = 23, arranging breads by 10s is possible
Solution 3B: Using divisibility rule for 10
Numbers ending in 0 are divisible by 10
230 ends in 0, therefore it is divisible by 10, arrangement of breads by 10s is
possible
Group Activity: Using the divisibility rules for 2, 5 and 10

Problem 1. Checking the numbers that are divisible by 2 or has 2 as their factor.
______1. 284_______2. 461_______3. 244
3. Processing the Activities
How did you find the activity?
How did we know if a number is divisible by another number?
How did we know if 2 , 5 and 10 are factors of a number?

4.Reinforcing the Concept and Skill
Discuss the presentation. On page ___ of LM Math Grade V,
Have the pupils solve the following exercises.
Put a check under the correct column applying the rules for divisibility.
2
5
6345
8000
10
4970
2560
5. Summarizing the Lesson
How do we find the factors of a number using divisibility rules?
We recall and apply the rules on divisibility for 2, 5 and 10.
Divisibility rule for 2

All even nos. are divisible by 2
Numbers ending in 0 and 5 are divisible by 5
Numbers ending in 0 are divisible by 10
6. Applying to New and Other Situations
Have the pupils do the exercises under Apply your Skills on page LM Math Grade V.
Encourage some pupils to show and discuss the answers.
C. Assessment
Using the divisibility rule, encircle the numbers whose factors are the given number before
each item.
2__ _ 1. 88
470
90
294
5__ __ 2.5000
7528 6010 845
10_ __3.370
950
840
530
10____4.370
355
3455 140
5 ___5.470
830
525
450
D. Home Activity
Remediation
Write on the blank before each item whether the given number is divisible by 2, 5 and 10
1. 16 _______
2. 125 ______
3. 30 _______
4. 344 ______
5. 650 ______
Enrichment
Using the divisibility rule, put a check on the blank if the second number is a factor of the first
number.
1. 328,2 _____
2. 2980,10 _____
3. 5655,5 ____
4. 548,2 _____
5. 120,10 _____

DATE:______________________
Objective: Uses divisibility rules for 2, 5 and 10to find common factors
Objective: Uses divisibility rules for 3, 6 and 9 to find common factors
Value Focus: Helpfulness

Code : M5NS-Ib 58.2
E. Preliminary Activities
1. Drill
Division
b. 426 6 = n
2. Review
Conduct a review on the divisibility rules of 2, 5 and 10.
Teacher produces small cards with check marks. Have students place the check
cards under the correct column by which the numbers are visible.
2
5
10
4000
4124
875
726
3.
Motivation
Who among you are members of the student council? As a member what do you
usually do to help your co- students in school?
4. Developmental Activities
3. Presentation
Present each problem to the class.
The school janitors are setting up the hall for the students council meeting.
There are a total of 297 monoblock chairs which they have to set up in either rows of
3,6 or 9. Which are possible set ups?
a.
b.
c.
Ask the students: If you were one of those who have to set up the hall,
what would you do? Would you got ahead and try to make rows of 3, 6 or
9? Is there an easier way?
Tell the students that using the divisibility rules will help in identifying if a
number is divisible by another number without actual division.
Elicit examples of numbers that are divisible by 3,6 or 9.Have the students
look at the sum of the digits of each of the numbers. Elicit patterns and
observations.

Group the pupils into four working teams and have them perform the task.
Problem 1. Check the numbers that are divisible by 3 or has 3 as their factor.
______1. 282 _______2. 464 _______3. 243

We used the divisibility rule to know if the number is divisible by 3 ,6 or 9
The number is divisible by 3,6 or 9 if they have these numbers as their factors
6. Reinforcing the Concept and Skill

3
6
315
120
8640
4176
We recall and apply the rules on divisibility for 3, 6 or 9 .

Divisible by 3: sum of digits of the number is divisible by 3
Divisible by 6: number is divisible by both 2 and 3
Divisible by 9: sum of the digits of the number is divisible by 9

5. Assessment
each item.
3___ 1. 84 346
57
264
9____ 2.299
627
657
846
3____ 3.312
799
843
579
6_____4.378
216
1953 117
6_____5.477
357
296
346
6. Home Activity
Remediation
Using the divisibility rule put a check on the blank if the second number is a factor of the first
number.
6. 459,3 _____
7. 261,6 _____
8. 6453,9 ____
9. 345,3 _____
10. 114,6 _____
11.
Enrichment
Using the divisibility rule, write all numbers between 200 and 300 whose factors are 3, 6 or 9
and tabularize data as follows:
3

DATE:______________________
Objective: Uses divisibility rules for 4, 8, 12 and 11 to find common factors
Value Focus: Helpfulness and Cleanliness

Code: M5NS-Ib 58.3
Growing Up with Math 5 p. 97
1. Preliminary Activities
2. Drill
Division
a.
3.
488 8 = n
Review
Conduct a review on the divisibility rules of 3, 6 and 9.
Teacher produces small cards with check marks. Have students place the check
cards under the correct column by which the numbers are visible.
3
6
4110
423
846
630
4.
Motivation
Who among you are actively participating in the outreach programs of your school?
Are you happy with your participation?
5. Developmental Activities
1. Presentation
Present the problem to the class.
During the Oplan Kalinisan, 1000 pupils joined the cleanliness campaign.
Teacher Edna thought of dividing them into 8 members each. Was she able to divide
them with every student as a member of a group ?
Ask: How many pupils joined the campaign?
What does the problem askedyou to find?
How will you find the answer to the problem?
Ask the pupils to work in pairs in solving the problem.
Solution 1 : Dividing 1000 by 8
1000 8 = 125, each student is a member of the group
Solution 2 : Using the divisibility rule for 8
A number ending in three zeros is divisible by 8
1000 ends in three zeros, therefore it is divisible by 8,each student is a
member of the group
Group Activity: Using the divisibility rules for 4, 8, 12 or 11
Problem 1. Checking the numbers that are divisible by 4 or has 4 as their factor.
______1. 284
_______2. 461_______3. 244

How did you find the activity?
How did we know if a number is divisible by another number?
How did we know if 4 8 12 and 11 are factors of a number?
4. Reinforcing the Concept and Skill

4
8
56784
5000
4376
1224
We recall and apply the rules on divisibility for 4, 8, 12 or 11.
12

5. Assessment
each item.
4___ 1. 84 480
60
264
8____ 2.2000
3928 6000 846
12___3.372
756
840
579
11____4.378
352
1132 143
4____5.477
524
296
342
6. Home Activity
Remediation
Using the divisibility rule, put a check on the blank if the second number is a factor of the first
number.
7. 436,4 _____
8. 263,12 _____
9. 2328,8 ____
10. 346,4 _____
11. 114,11 _____
Enrichment
a. Using the divisibility rule, which of the following numbers have 4 as their factor?
976
2318
5056
1060
4010
b. Using the divisibility rule, which of the following numbers have 8 as their factor?
4856
2954
4574
6896
7928

DATE:______________________
Objective: Uses divisibility rules for 4, 8, 12 and 11 to find the common factors.
Value Focus:Cooperation
Prerequisite Concept and Skills
Basic Division Facts of numbers 4, 8, 12 and 11

Divisibility Rules
Factors
Materials: Charts, flash cards, dice

Reference: K to 12 Curriculum for Grade 5 (M5NS-Ib-58.3)
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have an oral drill on the division of facts. Use flashcards or games.
2. Review
Conduct a review on Divisible by 2, 3, 5, 6 9 and 10. Provide examples and exercises for this
activity.
3. Motivation
Game: Group the class into group of threes. The teacher will post a number and they will
write it on their paper as shown below. They need to put a check (/) if the number is divisible
by 2, 3, 5, 6, 9 and 10. They will place an (x) if the number is not divisible by the said
numbers. To know the score, check the correct answers
GIVEN
DIVISIBLE BY
2
3
5
6
9
10
50
/
x
/
x
x
/
B. Developmental Activities
1. Presentation
Present the problem.
John is teaching 48 dancers for the Dance Festival 2016. He wants to form a dance position that is 4,
8, 11 and 12 dancers in front respectively. Do you think it is possible to form the number of dancers
on the dance position he wants? How many formation that he can make?
Have the pupils read the problem. Then, ask them to solve for the given problem. Check if
each pupil is doing the activities correctly.
2.
Performing the Activities

To answer the question try the divisibility test find all the factors given in the problem.
Divisible by
4?
Test
Yes, 48
4=12
He can make
, it
is divisible by 4
12
11
10
9
8
7
6
5
4
3
2
1
Processing the Activities

Say: How we will know if 48 is easily divided by 4, 8, 11 and 12?
Divisible by
4
11
12
Method of using the numbers

The last two digits is divisible by 4. A
number ending in two zeros is also divisible
by 4
A number is divisible by 8 when the number
formed by the last three digits of a number
is divisible by 8. A number ending in three
zeros is also divisible by 8,
Any number is divisible by 11 when the
difference between the sum of the odd
positioned digits and the sum of the evenpositioned digits is divisible by 11 or the
difference is 0.
Any number that is divisible by both 3 and 4
is divisible by 12.
Examples
348 -> 4 = 12
The last two digits which is 24 is
divisible by 4.
6368 -> 368 8= 46
The last three digits which is
368 is divisible by 8.
6215 -> (6+1) (2 +5) = 7
The number 6215 is divisible by
11.
612 -> 6 + 1 + 2 = 9 9 is
divisible by 3
612 -> The last two digits which
is 12 is divisible by 4.
Therefore, 612 is divisible by

12.
3.
Reinforcing the Concept and Skill
After processing the skills, let the pupils answer the following exercise.
Encircle the number that is divisible by 2, 5 and 10.
Numbers divisible by:
4
8
11
12
64
124
2453
724
Given numbers
254
631
2301
6540
9801
5658
600
854
124
800
6581
688
548
6872
3658
1021
600
6345
6984
6249

Lead the pupils to master the divisibility rules by 4, 8, 11 and 12.
Divisible by
4
11
Method of using the numbers

The last two digits is divisible by 4. A
number ending in two zeros is also divisible
by 4
A number is divisible by 8 when the number
formed by the last three digits of a number
is divisible by 8. A number ending in three
zeros is also divisible by 8,
Any number is divisible by 11 when the
difference between the sum of the odd
positioned digits and the sum of the evenpositioned digits is divisible by 11 or the
difference is 0.
Examples
348 -> 4 = 12
The last two digits which is 24 is
divisible by 4.
6368 -> 368 8= 46
The last three digits which is
368 is divisible by 8.
6215 -> (6+1) (2 +5) = 7
The number 6215 is divisible by
11.

a. Give all the number between 20 and 150 that are divisible by 4, 8, 11 and 12.
Numbers divisible by:
4
Given Numbers
C. Assessment
Choose from the number below all the numbers that apply to each column in the table. Write
the numbers in the corresponding box.
264
800
361
121
8624
1000
3604
7845
6718
3210
Numbers Divisible by
4
11
12
D. Home Activity
Remediation
The last digit of the given number are missing. Fill in the largest digit to make the numbers
divisible by the numbers on the left. On the second line, give all the possible numbers.
a.
b.
c.
d.
4 :
8 :
11:
12:
65____
20 ____
658____
128____
______________
______________
______________
Enrichment
Without actual computation, determine the divisibility of the following numbers. Put a check (/)
in the appropriate box/es.
Given
Divisible by
4
3256
5800
6622
11
12

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LESSON PLAN IN MATHEMATICS V

Group Activity: Using the divisibility rules for 2, 5 and 10

How did you find the activity?

How did we know if a number is divisible by another number?

How did we know if 2 , 5 and 10 are factors of a number?

We recall and apply the rules on divisibility for 2, 5 and 10.

Divisibility rule for 2

LESSON PLAN IN MATHEMATICS V

Mastery of the basic division facts

Mastery of the basic multiplication facts

4. Performing the Activities

5. Processing the Activities

6. Reinforcing the Concept and Skill

We recall and apply the rules on divisibility for 3, 6 or 9 .

6. Applying to New and Other Situations

LESSON PLAN IN MATHEMATICS V

Mastery of the basic division facts

Mastery of the basic multiplication facts

_______2. 461_______3. 244

3. Processing the Activities

4. Reinforcing the Concept and Skill

We recall and apply the rules on divisibility for 4, 8, 12 or 11.

6. Applying to New and Other Situations

LESSON PLAN IN MATHEMATICS V

Basic Division Facts of numbers 4, 8, 12 and 11

Materials: Charts, flash cards, dice

Performing the Activities

Processing the Activities

Method of using the numbers

Therefore, 612 is divisible by

Reinforcing the Concept and Skill

4. Summarizing the Lesson

Method of using the numbers

5. Applying to New and Other Situations

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_2. 461_3. 244