Mt. Carmel College of San Francisco, Inc.
THE CATHOLIC COLLEGE OF THE PHILIPPINES
8501, San Francisco, Agusan del Sur, Philippines
Carmelian Education: Wisdom in the Light of Faith lived in Love
DETAILED LESSON PLAN IN MATH 5
Practice Teacher
Teaching Date and Time
Cooperating Teacher
Dagohoy, John Vincent T.
Grade Level
Learning Area
Quarter
Grade 5
Mathematics
1
I. OBJECTIVES
A. Content
Standards
demonstrates
understanding of
divisibility, order of operations, factors and multiples, and the four fundamental operations involving
fractions
B. Performance
Standard
C. Learning
Competency
with Code
D. Specific
Learning
Objectives
is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations
involving fractions in mathematical problems and real-life situations.
uses divisibility rules for 3, 6, and 9 to find common factors. M5NS-Ib-58.2
At the end of the lesson 80 percent of the pupils are expected to;
a. Identify the numbers that are divisible by 6;
b. Perform long division of whole numbers using the divisibility rules 6; and
c. Value the importance of finding divisibility numbers.
II. CONTENT
A. Subject
“Uses divisibility rules for 6 to find common factors.”
Matter
B. Approach/
7E’s
Strategies
C. Lesson
ESP savings, sharing
Integration
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide
2. Textbook
3. Additional Math Curriculum Guide
Materials
from
Learning
Resource
(LR) Portal
IV. LEARNING
laptop, smart tv, pentel pen, manila paper
MATERIALS
V. PROCEDURES
TEACHER’S ACTIVITY
A. Preliminaries
Preliminary Activities:
1. Prayer
To start our day, kindly all stand and let us have a
prayer first. Lead the prayer_______
STUDENTS ACTIVITY
In the name of the Father, the Son, and the Holy
Spirit. Amen
2. Greetings
Good morning, class!
How are you today?
Good morning teacher!
Awesome that you all are well today!
Before you take your seats kindly pick some paper under We’re good teacher
your chair and arrange your chair as well.
3. Checking of Attendance
To check your attendance, please say present if your Yes! Teacher
name is called.
4. Presenting the Classroom Standards
Before we begin our lesson, let us recall what to do
during classes. I have here balloons, it contains of the
classroom rules during our discussion. Now, all you have
to do is to pop the balloon using your butt and read the
words written in the paper.
(Present)
Classroom Rules: The 5 P’s
Be
positive
Be
prepared
Be
prepared
Be
Be
prepared
productive
Be
punctual
Be
participative
A good student should follow these rules.
B. Reviewing
Previous
Lesson or
Presenting
the New
Lesson
Preparatory Activities:
1. Review
Before we begin to our lesson, can anyone recall our
topic last meeting?
Okay, very good!
How do we find if the number is divisible by 3?
Try to solve this.
23,556
Be prepared
Be positive
Be productive
Be punctual
Be participative
It is all about divisibility rule of 3 teacher
A number is divisible by 3, if the sum of all digits
is divisible by 3.
2+3+5+5+6= 21
÷
Very good! You have learned our lesson last meeting.
2. Presentation of the Lesson
21
3
7 – therefore 23,556 is divisible by 3.
Now let’s move on to our new lesson, uses divisibility
rules for 6 to find common factors.
C. Establishing
a Purpose
for the
Lesson/Motiv
ation/Motive
Questions
3. Presentation of Learning Target
Our learning competency is to use divisibility rules for 3,
6, and 9 to find common factors. At the end of the lesson,
you are expected to achieve the following objectives.
Kindly read them. (Each learning outcome will
be read in an “I can” perspective.)
1. Identify the numbers that are divisible
by 6;
2. Perform long division of whole
numbers using the divisibility rules 6;
and
3. Appreciate the importance of finding
divisibility numbers.
4. Motivation
Look at the picture class.
(show picture of piggy bank)
What did you observe?
Who among you here have a piggy bank?
Did you share your piggy bank with your siblings?
Why having piggy bank is important?
Why is savings important?
Savings is important so that if you have financial
problem you have a money aid on that matters.
Now children, we should save money. Is that clear?
D. Presenting
Examples or
Instances of
the New
Lesson
It is a piggy bank teacher.
Me teacher.
Yes teacher.
For Savings
Savings is important teacher so that if you are in
need you can use your savings.
Yes teacher.
ELICIT
The 6 siblings had a joint savings in their piggy
bank. They decided to open it so that they can buy their
favorite things at the mall. When they open it, the 6
siblings are happy knowing that they had ₱14,916
inside. Is the money they have can be divided to 6
siblings evenly?
ENGAGE
Questions related to the story:
Who among you here had a piggy bank like the six
siblings?
Did you share with your siblings also just like the 6
siblings in our short story?
In the story, is the savings of the 6 siblings can be
divided evenly? Please everyone, solve it within 5 mins.
5 mins are now over class. May I call on Analou to
come here in front and show her answer in the board.
Me teacher.
Yes teacher.
(the pupil solves it)
Is Analou correct class?
Very good Analou, let us give 10 claps to Analou.
E. Discussing
New
Concepts
and
Practicing
New Skills
#1
14,916
÷ 6
2,486 - it can be divided evenly teacher.
Yes teacher.
(the pupils do 10 claps)
EXPLORE
Let’s try it!
I have a game for us class. The name of the game is
called “Pen-Paper Showdown”. Please prepare a
paper and pen and try to solve what I say. Then, if you
agree on what I say raise your paper. If you don’t agree,
raise your pen. Did you understand class?
42 is divisible by 2. Agree or disagree?
Anybody can tell how did you come up with your
answer?
Another, 42 is divisible by 3? Agree or disagree?
How did you come up with your answer?
Another, 42 is divisible by 5. Agree or disagree?
How did you come up with your answer?
Another. 42 is divisible by 10. Agree or disagree?
How did you come up with your answer?
Let’s look at the result.
Yes teacher.
(the pupils raising their paper)
Yes teacher, because it is even number. All even
numbers are divisible by 2.
(the pupils raising their paper)
4+2=6
6 can be divided by 3
(the pupils raising their pen)
The number given does not end with 5 or 0.
(the pupils raising their pen)
The number given does not ends with zero.
42÷2
42÷3
42÷5
X
42÷10
X
What did you observe.
Let us check if it is divisible by 6. 42 is divisible by 6.
Agree or disagree?
42 can be divided by 2 and 3 but not in 5 and 10.
(the pupils raising their paper)
42 ÷ 6
F. Discussing
New
Concepts
and
Practicing
New Skills
#2
The number is divisible by 2, 3 and 6.
EXPLAIN
Let us try another number.
28 is divisible by 2. Agree or disagree?
28 is divisible by 3. Agree or disagree?
28 is divisible by 5. Agree or disagree?
(the pupils raising their paper)
(the pupils raising their pen)
28 is divisible by 10. Agree or disagree?
Let’s look at the result.
(the pupils raising their pen)
(the pupils raising their pen)
28 ÷ 2
28 ÷ 3
X
28 ÷ 5
X
28 ÷ 10
X
What did you observe?
Let’s try to divide it by 6. 28 is divisible by 6. Agree or
disagree?
28 is divisible by 2 but not divisible by 3,5,10.
(the pupils raising their pen)
In our 2 given numbers, what did you observe?
Very good! Let’s try another one.
60 is divisible by 2. Agree or disagree?
60 is divisible by 3. Agree or disagree?
60 is divisible by 5. Agree or disagree?
60 is divisible by 10. Agree or disagree?
Let’s look at the result.
On the first number it is divisible by 2 and 3, and
then it is divisible by 6. However, on the second
number it is only divisible by 2 but not divisible
by 3, and then it is not divisible by 6.
(the pupils raising their paper)
(the pupils raising their pen)
(the pupils raising their pen)
(the pupils raising their pen)
60 ÷ 2
60 ÷ 3
60 ÷ 5
60 ÷ 10
What did you observe?
Let’s try to divide it by 6. 60 is divisible by 6. Agree or
disagree?
In our 3 given numbers, what did you observe?
G. Developing
Mastery
ELABORATE (carousel and think-pair-share)
Now let’s have an activity. This activity is called
“Carousel Divisible Duo”. I have pasted five stations
with numbers in the corner of the room. I will group you
into 5 groups by counting 1-5. The group will be
60 is divisible by 2,3,5,10.
(the pupils raising their paper)
On the first number, it is divisible by 2 and 3, and
then it is divisible by 6. On the second number, it
is only divisible by 2 but not divisible by 3, and
then it is not divisible by 6. On the third number, it
is divisible by 2,3,5, and 10 and yet it is divisible
by 6.
assigned in every station. Then, in a group you have to
do is find a duo. Then, the pair will get one whole sheet
of paper, rotate in the station, and solve all the numbers
using divisibility rule by 2 and 3 to prove that the
number is divisible by 6. In every station you have 3
minutes to answer. I will clap as a signal that you will
rotate one station. After all the groups rotate in every
station, I will call one duo to show their process, write
on the board, and explain their work. Are there any
questions related to the activity class?
Station 1
57,792
None teacher.
Station 2
43, 304
Station 3
8,268
Station 4
32,521
Station 5
19,710
15 minutes starts now.
15 minutes are over class. May I call on the duo of
Janice to show their work in station 1 on the board.
(The pupils do the activity)
Divisible by 2
It is divisible by 2 because it is even number. All
even numbers are divisible by 2.
Divisible by 3
5+7+7+9+2= 21
21
÷ 3
7 – it is divisible by 3.
Is the duo of Janice correct class?
Very good! station 1 is disable by 6. Why?
May I call on the duo of Chona to show their work on
station 2?
Therefore, 57,792 is divisible by 6.
Yes teacher.
Because it is divisible by 2 and 3
Divisible by 2
It is divisible by 2 because it is even number. All
even numbers are divisible by 2.
Divisible by 3
4+3+ 3+0+4= 14
Is the duo of Chona correct?
14
÷ 3
4 r2 - it is not divisible 3
Therefore, 43,304 in not divisible by 6
Very good! station 2 is not divisible by 6. Why?
May I call on the duo of Jurille to show their work on
station 3?
Yes teacher.
Because it is not divisible by 3
Divisible by 2
It is divisible by 2 because it is even number. All
even numbers are divisible by 2.
Is the duo of Jurille right class?
Very good! station 3 is divisible by 6. Why?
May I call on the duo of Cj to show their work on station
4?
Divisible by 3
8+2+6+8= 24
24
÷ 3
8 – it is divisible by 3
Therefore, 8,268 is divisible by 6.
Yes teacher
Because it is divisible by 2 and 3.
Divisible by 2
It is not divisible by 2 since it is Odd number.
Divisible by 3
3+2+5+2+1=13
Is the duo of Cj correct class?
Very good! Station 4 is not divisible by 6. Why?
Very good! May I call on the duo of AIza to show their
work on station 5?
13
÷ 3
4 r1 – it is not divisible by 3
Therefore, 32,521 is not divisible by 6.
Yes teacher
Because it is not divisible by 2 and 3.
Divisible by 2
It is divisible by 2 because it is even number. All
even numbers are divisible by 2.
Divisible by 3
1+9+7+1+0= 18
18
÷ 3
6 – it is divisible by 3
Is the duo of Aiza correct class?
Very good! station 5 is divisible by 6. Why?
Therefore, 19,710 is divisible by 6.
Yes teacher.
Because it is divisible by 2 and 3.
H. Finding
Practical
Application
of Concepts
and Skills in
Daily Living
I. Making
Generalization
and
Abstraction
about the
Lesson
Now I have questions.
Why do knowing the divisibility rules of 6 important?
Divisibility rules are really useful for testing
whether a number is a multiple of another or to
help to check for prime numbers.
Very good! How do you use divisibility rules of 6 in real
Just like in the short story teacher we can use it in
life?
knowing if the number can be evenly divided by 6.
Very good pupils!
What was our lesson today class?
It’s about Uses divisibility rules for 6 to find
common factors.
Okay, how do we know if the number was divisible by 6?
If the number is divisible by 2 and 3, then it is
divisible by 6.
Knowing the divisibility rules of 6 is important in
determining if the number is evenly distributed.
None teacher.
We will be having another activity it is called
“Thoughtful Mind Exchange Box”. As you can see,
(the pupils do the activity)
there is a box in front. All you have to do is to get a piece
of paper, write your thoughts about our lesson today and
drop your paper inside the box. After 5 minutes, I will call
somebody to get a paper to be read in the class. Is there
(the students are reading and listening to the
any question related to our activity class?
different thoughts about the lesson)
Okay, five minutes start now.
5 minutes is over class. I will call somebody now.
(calling someone)
J. Evaluating
Learning
EVALUATION
I. Directions: Complete the table below:
Numbers
Divisible by 2
( or X)
1. 10,312
2. 14,814
3. 21,924
4. 11,376
5. 90,098
Divisible by 3
( or X)
Divisible by 6
( or X)
II. Directions: Separate divisible by 6 numbers from not divisible by 6 numbers using the column below.
Show your solutions. (Use exit slip)
Divisible by 6
numbers
1.
2.
3.
4.
5.
2,891
38,712
54,738
11,736
25,894
Not divisible by 6
numbers
K. Additional
activities for
application or
remediation
7. Extend
VI. REMARKS
Assignment:
Directions: Write numbers that are divisible by 6. Use divisibility rules for 6 to confirm if it is divisible
by 6.
VII. REFLECTION
A. No. of learners who earned 80% in the
B.
C.
D.
E.
F.
G.
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
Did the remedial lesson work? No. of
learners who have caught up with the lesson.
No. of learners who continue to require
remediation.
Which of my teaching strategies worked
well? Why did this work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized material did I
use/discover which I wish to share with
other teachers?
Prepared by:
JOHN VINCENT T. DAGOHOY
Student
Checked and Corrected by:
Marle C. Bueno
Instructor