Semi-Detailed Lesson Plan in Teaching Mathematics V
Teaching Strategies: 7 E’s
I. Objectives:
A. Content Standards: Demonstrates understanding of divisibility, order of operations,
factors and multiples, and the four fundamental operations involving fractions.
B. Performance Standards: Able to apply divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions in mathematical
problems and real-life situations.
C. Learning Competencies: Finds the common multiples and LCM of two – four numbers
using continuous division (M5NS-Id-69.2)
D. Learning Objectives: At the end of the lesson, the pupils should be able to:
a. Find the common multiples and LCM of two – four numbers using continuous division
b. Relates the importance of LCM in real-life situation.
c. Able to answer the differentiated group activity
II. Subject Matter: Finds the common multiples and LCM of two – four numbers using continuous
division
III. Learning Resources:
A. References
1. Teacher’s Guide: K to 12 Grade 5 Curriculum
2. Learner’s Material: DLP Gr. 5
Lesson Guide in Elem. Math Gr. 5 p.44, Gr. 6 p.151
B. Other Learning Resources
Laptop, projector, Images, flash cards, strips of cartolina, coins,
boxes, ruler and PPT
C. ESP and Science Integration: Value the importance of recycling used objects and the good
effects of recycling in our environment.
D. ICT Integration – Quizzez App
IV. Procedure:
A. Reviewing past lesson or presenting the new lesson (ELICIT)
1. Drill
Game – Skip Counting
Mechanics:
a. Divide the pupils by two with their show me boards.
b. Flash the numbers on screen one at a time and say, “Give the next three
numbers in the sequence.”
Example:
0, 3, 6, 9, 12, 15, 18
Each group will count their points if they’ve got the correct answers.
c. The game continues until all numbers have been flashed on screen. The
group with the greatest number of points wins the game.
1. 0, 6, 12, 18, ___, ___, ____
(answer: 24, 30, 36)
2. 0, 4, 8, 12, 16, ___, ___, ____
(answer: 20, 24, 28)
3. 0, 8, 16, 24, ___, ___, ____
(answer: 32, 40, 48)
4. 0,10,20,30, ___, ___, ___
(answer: 40, 50, 60)
5. 0, 15, 30, 45, ___, ___, ___
(answer: 60, 75, 90)
2. Review
Review how to use the listing method to get the LCM of the given number.
List some multiplies of two given numbers.
Write the common multiplies.
Direction: Divide the class into 2 groups. Let each group get the strip of
cartolina and complete the given chart. Get the LCM using Listing method.
The example is already given for your guide.
The smallest common multiple is the LCM
12 and 24 are the first two common multiples of 3 and 4
Therefore, the LCM of 3 and 4 is 12.
3
6
9
12
15
21
24
27
4
8
12
16
20
24
28
32
Numbers
LCM
1) 6
10
2) 5
7
3) 9
12
4) 8
40
5) 15
20
3. Unlocking of Difficulties:
Direction: Identify the word being define below. Choose the answers inside the box.
Least
Common
Quotient
Multiple
Dividend
____________
1. The answer obtained when we divide one number by another.
____________
2. The product of the number and any non-zero whole number
____________
3. It means the smallest number
____________
4. The number that is to be divided by the divisor.
____________
5. All forms in common
B. Establishing a purpose of the new lesson (Motivation)
4. Motivation
Show a picture of a boy and a girl collecting used plastic bottles. Ask the pupils to
tell something about the picture. Elicit the value of recycling used objects.
Ask: (Integration of Science/ESP)
 What are the objects that can be recycled?
 What do you do in the used objects like plastic bottles, used papers,
glass bottles etc.
 What are the good effects of recycling in our environment?
C. Presenting examples/ instances of the new lesson (ENGAGE)
1.Presentation
Present a scenario in the class.
Richard and Francis are best friends.
They collected used plastic bottles for recycling and
arranged the bottles in boxes of 8 and 12.
What is the least number of bottles they gathered in all?
Then ask: What did Richard and Francis collected? What does the situation ask for?
How will you solve for the answer to the problem? Can you think of ways to solve it?
D. Discussing new concepts and practicing new skills no.1 (EXPLAIN)
2. Performing the Activities
(Use Explicit Strategy)
Tell the pupils that there are three ways of getting the LCM the listing, prime
factorization and the continuous division.
In order to understand more on how to find the Least Common Multiple (LCM), I will be
presenting in the class a video. (Video Presentation)
3. Using the given numbers 8 and 12, find the multiples and the LCM by using
continuous division.
Guide the pupils to get the multiples and the LCM of the given numbers.
2 8
12
2 4
6
2
3
Therefore the LCM is 2 x 2 x 2 x 3 = 24
•What is the LCM of 8 and 12?
•What method we use to get the LCM?
•How did you get the LCM of 8 and 12 using the Continuous Division Method?
-By getting the product of all the prime divisor and the last set of quotients we get the
Least Common Multiples (LCM).
Which multiples are common to 8 and 12? What is the smallest multiple common to 8
and 12?
E. Discussing new concepts and practicing new skills no. 2 (EXPLORE)
3.Processing the Activities
Continuous Division -
Give at least 2 examples in the class
16 and 20
Solutions are shown in the screen/board
4, 8 and 12
Ask: How did you solve the correct answer?
Expected answer:
•We solved problem using continuous division; getting the product of all the prime
divisor and the last set of quotients we get the Least Common Multiples (LCM).
Real Life Example: (Valuing: ESP integration)
Ram exercises every 8 days and Deepika every 4 days. Ram and Deepika both exercised today.
After how many days do, they exercise together again?
This problem can be solved using Least Common Multiple because we are trying to find out the time
they will exercise, time that it will occur at the same time (Common).
Answer:
L.C.M. of 8 and 4 is
8=2x2x2
4=2x2
LCM is 2 x 2 x 2 = 8
SO, they will exercise together again in 8 days.
F. Developing Mastery (Leads to Formative Assessment)
4.Reinforcing the Concepts/Lesson (Differentiated Activity)
Group Activity
Find the Least Common Multiple (LCM) of the given numbers using the continuous
division. Let the groups present their outputs with solutions.
Group 1. “Ring the Bell”
Direction: Solve for LCM using continuous division to fill the box below.
Two bells ring every 16 minutes and 24 minutes, respectively. If they ring
simultaneously at a certain time, how long will the bells ring together again?
Group 2.
Direction: Find the LCM of the given number to get the correct answer that will match to
corresponding color code below. Then color the fruits inside the basket that will match to the
answer.
1. Find the least common multiple (LCM) of 3 and 15.
2. Find the LCM of 6 and 12.
3. Find the LCM of 5, 10, and 20.
4. Find the LCM of 8, 6, 12, and 24.
24
20
20
24
15
15
12
12
Group 3.
Direction: Solve for LCM first in the column A then match the answer to column B.
A
B
1.
4 and 9
a. 24
2.
6, 9, and 18
b. 36
3.
4, 6, and 8
c. 18
RUBRICS:
CATEGORY
Understanding of
Concepts
Presentation
Explanation
Working with Others
Effort
5
Explanation shows
complete understanding
of the mathematical
concepts used to solve
the problem(s).
Presentation was
creative, excellently
done, using visuals and
props.
Explanation is detailed
and clear.
Student was an
engaged partner,
listening to suggestions
of others and working
cooperatively
throughout lesson.
Student spent a lot of
time working to make
sure the presentation
was well done. Got
help and asked for
feedback.
3
2
Explanation shows
substantial
understanding of the
mathematical concepts
used to solve the
problem(s).
Presentation was well
done, with visuals,
interaction with the
class, and
comprehensive.
Explanation shows very
limited understanding of
the underlying concepts
needed to solve the
problem(s) OR is not
written.
Presentation was short
and lacking creativity.
Some visuals were
used.
Explanation is clear.
Explanation is a little
difficult to understand,
but includes critical
components.
Student was an
engaged partner but
had trouble listening to
others and/or working
cooperatively.
Student cooperated with
others, but needed
prompting to stay ontask.
Student put for minimal
effort. Has a few errors
and could have
added more to the
presentation.
Student’s work shows
little preparation,
creativity or effort. Lots
of errors and sloppy
handwriting.
G. Making Generalization and abstraction about the lesson (ELABORATE)
5.Summarizing the Lesson
Summarize the lesson by asking:
 What is Least Common Multiple (LCM) of two- four given number?
- Least Common Multiple (LCM) is the smallest non-zero number that is a
multiple of all the numbers in the set.

How do we find the Least Common Multiple (LCM) of two-four given numbers
using continuous division?
- Continuous division in finding the LCM is done following the steps below:
 •Write the number horizontally and find a prime number that will divide
the numbers, if possible.
 •Divide by that prime number and write the quotients below the dividends.
Copy any numbers not divided below the dividend.
 •Continue the process until no two numbers have a common prime
divisor.
 •Multiply all the prime divisors and the last set of quotients to get the LCM
H. Evaluating learning (EVALUATION)
Assessment (Use quiz App “Kahoot”)
A. Find the least common multiples (LCM) of the following pairs of numbers by
continuous division.
1) 25 and 50
2) 7 and 14
3) 4, 6, 8, and 9
4) 14, 28 and 21
5) 7, 9, 21 and 63
I. Additional activities for application and remediation. (EXTEND)
Assignment.
Provide the following exercise. You may give more.
Find the LCM of the following numbers.
1)
3 4 6
2)
2 3 5
3)
4 6 12
4)
3 6 15
Prepared by:
EDGARDO I. GORDO JR
Teacher – II
Checked and reviewed by:
RACHEL ANN E. PLAZA
Master Teacher I
ANNABELLE P. DAGANI
Head Teacher III