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