Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning. – D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) – 4 A’s Procedure

MISAMIS ORIENTAL GENERAL

School COMPREHENSIVE HIGH Grade Level GRADE 7
SCHOOL
Pre-
Learnin
Service MARIBEL B. AYALA MATHEMATICS
g Area
Teacher
Time
& Date JUNE 06,2023 (7:30AM - 9:00AM) Quarter 1ST QUARTER

A. Content The learner demonstrates understanding of factors and multiples and addition and subtraction
Standards of fractions.
B. The learner is able to apply knowledge of factors and multiples, and addition and subtraction
Performa of fractions in mathematical problems and real-life situations.
nce
Standards
C. Most Identifies the multiple of given number up to 100 (M4NS-lla-65)
Essential Differentiate prime from composite numbers. (M4NS-llb-66)
Learning Write a given number as a product of its prime factors. (M4NS-llb-67)
Competen
cies
(MELCS)
D. Learning M4NS-lla-65
Code M4NS-llb-66
M4NS-llb-67
I. Objectives At the end of the session, the students are expected to:
(a) Identifies the multiple of a given number up to 100.
(b) Differentiate prime from composite numbers.
(c) Write a given number as a product of its prime factors.
II. Content Prime and Composite numbers
III.
Learni
ng
Resour
ces
 A. References Curriculum guide pages 107 and 108
1Teachers’
Guide
pages
2.Learner
’s
LM pages 96 and 97
Mater
21st century mathematics 7 MATHletes textbook page 40
ial
pages
3. Module
pages
4.Additio
nal
Mater
ials
from
Learni ❖ Powerpoint presentation
ng
Resou
rce(L
R)
Portal
B. Other
Learning
Resources/Ma
terials
IV. Teacher Activity Student's Activity
PROCEDURES
Introductory Preliminary Activities/ Daily Routine Good morning Teacher.
Activity (3
minutes). This Good morning class. The prayer:
part introduces " Angel of God my guardian dear to whom
the lesson Everybody please stand up and may I call God's love commits me hear. Ever this day
content. Princess to please lead the prayer. be at my side to light and guard to rule and
Although at guide Amen."
times optional, it
is usually
Samantha can you please check the Samantha: Yes ma'am!
included to serve
attendance today?
as a warm-up
activity to give Again good morning everyone! Before we "Students arranged the chair and picked up
the learner zest start our discussion I want you all to arrange the piece of paper "
for the incoming your chair and pick up the piece of paper.
lesson and an
idea about what Thank you so much! Very good!
is to follow. One
 principle in
learning is that
learning occurs
when it is
conducted in a
pleasurable and
comfortable
atmosphere
Activity/ LESSON PROPER:
Strategy
(17 minutes). This This time we are going to play a game!
is an interactive
strategy to elicit I will group you into two teams. (The first and
learner’s prior second row will be team A while the third and
learning fourth group will be team B then form a line.)
experience. It
So I have here the different objects in this two
serves as a
table
springboard for
new learning. It WHAT ARE YOU GOING TO DO?
illustrates the
principle that 1. If you hear my command, "group
learning starts your objects into 15" go and pick
where the learners your objects, you will group this set
are. of objects according to that specific
Carefully number. Then identify if it can be
structured divided evenly or it cannot be
activities such as divided evenly. (As fast as you can.)
individual or 2. If you are done hold your both
group reflective hands up and answer. Your answer
exercises, group should begin with the phrase "I
discussion, self or believe". (For example: I believe it
can be divided evenly!) and so on.
group assessment,
dyadic or triadic
As long as you grouped your objects quickly
interactions, and identify it mentally you can now take
puzzles, your turn and answer. Whoever has the
simulations or correct answer will receive 1 point.
role-play,
cybernetics I think everyone is ready! Let's play "Pick (Each team grouped the numbers of
exercise, gallery Me, Know me game!". objects in specific number)
walk and the like
maybe created. (12 paper clips)
Clear instructions Group your objects into 4!
should be
considered in this TEAM A: I believe it can be divided
part of the lesson. evenly

(10 marker pens) TEAM A: I believe it cannot be divided

Group your objects into 3 evenly!

(7 binder clips)
Grouped your objects into 2 TEAM B: I believe it cannot be divided
evenly!

(8 fastener)
Grouped your objects into 4 TEAM B: I believe it can be divided
evenly!

(18 index cards)

Group your objects into 3
TEAM A: I believe it can divided evenly!
(11 sticks)
Grouped your objects into 5

TEAM B: I believe it cannot be divided

evenly

TEAM B: I believe it can be divided

(9 pens) evenly
Grouped your objects into 3

TEAM B: I believe it can be divided

evenly!

(6 hanger)
Grouped your objects into 2

TEAM A: I believe it cannot be divided

evenly!

(15 empty cups)

Grouped your objects into 4

TEAM B: I believe it can be divided

evenly!

(21 note books)

Group your objects into 7
 Ok! Team B wins the game! Let's give them a
win win clap!

For team B the Aling Dionicia clap! Let's

give a good job clap for everybody!

So, class how did you find the game?

I find the game really fun and challenging!
That's great children.
From team A: I have noticed that there are
What have you noticed when you had to instances that all groups of objects had equal
group a set of objects according to specific numbers.
number in group?
Team B: I have noticed that when I grouped
Anyone from team A? those objects according to specific numbers
there are some things were left in the group.
How about from team B?

Ok, that's right! Both of you has a point there

are instances that a certain number of things
may or may not be distributed equally in
groups.
Analysis
(10 minutes)
Essential
questions are
included to serve
as a guide for the
teacher in
clarifying key
understandings
about the topic at
hand. Critical
points are Look at this picture. From the given as a
Teacher!
organized to product, how will you know which ones have
structure the more than two factors and those with only 2
Pupil 1: In order to find out which have more
discussions factors?
than 2 factors and those with only 2 factors is
allowing the by multiplying and by dividing a number.
learners to
maximize That's right. We can multiply and divide a Pupil 2: In order to find out which have more
interactions and number which is divisible to that number. than 2 factors and those with only 2 factors is
sharing of ideas And we can use many ways in order to find by making rectangular array.
and opinions out which ones have more than two factors
about expected and with only factors.
issues. Affective
One example is making a rectangular array,
questions are
also a factor ladder, factor tree or either a
included to elicit
rainbow factor can be used.
the feelings of the
learners about
the activity or
the topic. The
last questions or Who can go to the board and make
point taken rectangular array for numbers 11, 8, 15, 12,
should lead the 9? (5 students making a rectangular array.)
learners to
understand the As you can see, 11 has only 1 array. The
new concepts or finding pairs of factor is 1 x 11 So, the factors
skills that are to will be 1, and (itself) 11. This is correct. 1 array (1x11=11)
be presented in
the next part of 8 has 2 or more arrays.
the lesson
The finding pairs of factors are 1 array (1x8)
4
1x8, 2x4, So, the factors will be 1, 2, 4, and 2 arrays
(itself) 8.

How about 15? How many arrays in 15? Yes,

Angel. ANGEL: 15 has 2 or more arrays, and the
finding pairs of factors are 1 x 15, and 3 x 5.
Right, 15 has 2 or more arrays. The finding And the factors 1,3,5,15
pairs of factors are 1 x 15, and 3 x 5 And the
factors are 1, 3, 5 and 15 That's correct.

How about 12? Yes Katsumi.

KATSUMI: 12 has 2 or more arrays. The
findings pairs are 1 x 12, 2 x 6, and 3 x . The
Verry good, nikka, factors are 1,2,3,4,6, and 12.
12 has 2 or more arrays.
The finding pairs are
1 x 12,2 x 6, 3x4
And the factors are 1, 2, 3, 4, 6, and 12

How about 9? Yes, Yesa. YESA: 9 has 2 or more arrays. The findings
 pairs are 1 x 9, 3 x 3
And the factors are 1,3, and 9.
That's right.
9 has 2 or more arrays.
The finding pairs are 1 x 9, 3x3
The factors are 1, 3, 9.
Correct.

As you can see, there are numbers which

cannot be divided evenly, we call this as
PRIME NUMBER. Prime numbers are
numbers that have only 2 factors, 1 and itself.
Like for example the given number as a
product 11, and the factor 1 and 11.

While the numbers that can be divided evenly

is known as COMPOSITE NUMBER.
Composite numbers has more than 2 factors
other 1 and itself. And what would be the The examples of composite are 8,15,12 and 9
examples?

Exactly! The numbers 8, 15, 12, and 9 are

examples of composite numbers.

Is that clear , children?

That's great! Yes teacher!!

Abstraction Again class. Yoshi: Ma'am prime is a number cannot be

(10 minutes)This What is prime numbers? divided evenly, it has only 2 factors, 1 and
outlines the key Yes, Yoshi itself.
concepts,
important skills
that should be How about composite numbers? DIANA: Composite are the numbers with
enhanced, and the Yes, Diana. more than 2 factors other 1 and itself.
proper attitude
that should be
emphasized.
This is organized
Very good. Always remember this class.
as a lecture that ● 0/1 is neither a prime or composite Okay teacher!
summarizes the number
learning ● All even numbers except 2 is a
emphasized from composite numbers.
the activity, ● Not all odd is a prime numbers (e.g 9,
analysis, and new 15, 21, 25)
inputs in this part ● No prime greater than 5 ends in 5.
of the lesson ● Any number greater than 5 is
considered as composite numbers.
Application Now, recounting our discussion, in your own I can relate our lesson in some instances,
(3 minutes) This way, how can you relate our lesson in your that a certain number of things in our home
part is structured daily life? cannot be distributed equally.
to ensure the
Ok class. In life there are many instances that
commitment of the we experience, and by that we need to value
learners to do acceptances of what you have and what you
something to receive even if it is equal or not. And learning
apply their new to value of belonging, dealing to other
learning in their individual and to our special person is indeed
own environment the most important.

Assessment This time we will have an activity.

(10 minutes) For Using the table below, answer the following
the teacher to: item and complete all the factors of the each
Assess whether number.
POSSIBLE ANSWERS:
learning
objectives have
NUMBER FACTOR
been met for a
NUMBER FACTOR
specified duration, 14
Remediate and/or 14 1,2,7,14
enrich with 27
appropriate 27 1,3,9,27
89
strategies as 89 1,89
needed, and 33
Evaluate whether 33 1,3,11,33
13
learning 13 1,13
intentions and 39
success criteria 39 1,3,39
97
have been met.
97 1,97
(Reminder: 25
Formative 25 1,5,25
assessment maybe 19
19 1,19
given before, 48
during or after the 48 1,2,3,4,6,8,12,16,24
lesson) ,48
(distributing answer sheets)
Choose any from
the list of DIRECTION: Given the numbers as a
assessment product, write all the factors in each number
methods. and tell whether it is prime or composite
numbers
POSSIBLE ANSWERS:
NUMBER FACTORS PRIME
OR NUMBERS FACTORS PRIME OR
COMPOSI COMPOSI
TE? TE?

52 52 1,2,4,13,26, COMPOSI
52 TE
90
90 1,3,5,9,10,1 COMPOSI
101 8,30,90 TE
88 101 1,101 PRIME
151 88 1,2,8,11,44, COMPOSI
88 TE

151 1,151 PRIME

V. REMARKS
Indicate special
cases including
but not limited to
continuation of
lesson plan to the
following day in
case of re-
teaching or lack
of time, transfer of
lesson to the
following day, in
cases of class
suspension, etc
VI. REFLECTION
Reflect on your
teaching and
assess yourself as
a teacher. Think
about your
student’s
progress. What
works? What else
need to be done to
help the students
learn? Identify
what help your
instructional
supervisors can
provide for you so
when you meet
them, you can ask
them relevant
questions, indicate
whichever is
appropriate

Prepared by: Checked by:

MARIBEL B. AYALA MRS. MARIFE UBALDE

Pre-Service Teacher Cooperating Teacher