School:
Teacher:
Teaching Dates
and Time:
GRADES 1 to 12
DAILY LESSON LOG
A. Content Standards
B. Performance
Objective
C. Learning
Competencies
( Write the LC
code for each)
I.
CONTENT
( Subject Matter)
II. LEARNINGRESOUR
CES
A. References
1. Teachers Guide
pages
Grade Level:
Learning Area: MATH
(Week 2)
Quarter: 1st Quarter
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Solve routine and
non-routine problems
involving factors,
multiples, and
divisibility rules for 2,
3, 4, 5, 6, 8, 9, 10, 11,
and 12.
Solve routine and nonroutine problems
involving factors,
multiples, and divisibility
rules for 2, 3, 4, 5, 6, 8, 9,
10, 11, and 12.
Solve routine and nonroutine problems
involving factors,
multiples, and divisibility
rules for 2, 3, 4, 5, 6, 8, 9,
10, 11, and 12.
Solve routine and nonroutine problems
involving factors,
multiples, and
divisibility rules for 2, 3,
4, 5, 6, 8, 9, 10, 11, and
12.
Solve routine and
non-routine problems
involving factors,
multiples, and
divisibility rules for 2, 3,
4, 5, 6, 8, 9, 10, 11,
and 12.
 Solves routine
and non-routine
problems
involving factors,
multiples, and
divisibility rules for
2,3,4,5,6,8,9,10,11,
and 12. (M5NS-Ic59)
Solving
Problems on
Divisibility Rules
MODULE 2. MATH 5
Solves routine and nonroutine problems
involving factors,
multiples, and divisibility
rules for
2,3,4,5,6,8,9,10,11, and
12. (M5NS-Ic-59)
Solves routine and nonroutine problems
involving factors,
multiples, and divisibility
rules for
2,3,4,5,6,8,9,10,11, and
12. (M5NS-Ic-59)
Solves routine and
non-routine problems
involving factors,
multiples, and
divisibility rules for
2,3,4,5,6,8,9,10,11, and
12. (M5NS-Ic-59)
TO GIVE WEEKLY
ASSESSMENT
Solving Problems on
Divisibility Rules
Solving Problems on
Divisibility Rules
Solving Problems on
Divisibility Rules
Solving Problems on
Divisibility Rules
MODULE 2. MATH 5
MODULE 2. MATH 5
MODULE 2. MATH 5
MODULE 2. MATH 5
2. Learners Material
Pages
3. Textbook pages
4. Additional
Materials from
LRDMS
B. Other Learning
Resources
III.
PROCEDURES
A. Reviewing past
lesson or
Presenting the
new lesson
( Drill/Review/
Unlocking of
Difficulties)
NEW LESSON
Begin with classroom
routine:
a. Prayer
b. Reminder of the
classroom health
and safety protocols
c. Checking of
attendance
d. Quick
“kumustahan”
Find the divisibility of
the numbers in the
following table.
Check the
appropriate column.
write your answers
on your notebook.
Ask
Ask
What have you learned
yesterday?
What have you learned
yesterday?
Multiple Choice. Write
your answer on your
notebook.
1. Which of the
following numbers is
not divisible by 2?
a) 22 149
b) 6,486
c) 3,170
27,126, 87, 651
Which of these numbers
is divisible by 3, 6, or 9?
Justify your answer.
2.Which of the
following numbers is
divisible by 10?
a) 530
b) 433
c) 325
3. Which of the
following numbers is
divisible by 5?
a) 9,251 b) 53,760
b) 654
c) 78,213
4) Which of the
following numbers is
not divisible by 3?
Answer the following
questions with a Yes
or No. Write your
answer in your
notebook.
___1. Is 238 divisible by
2?
___2. Is 660 divisible by
5?
___3. Is 530 divisible by
10?
___4. Is 93 divisible by
3?
___5. Is 100 divisible by
10?
___6. Is 1810 divisible
by 6?
Table 1
N Divi
u sibl
m e
b by
er 2
Di
vis
ibl
e
by
5
a) 236
b) 27
c)
9,285
5) Which of the
following numbers is
divisible by 9?
a) 87,651 b) 1, 810
c) 544
Di
vis
ibl
e
by
10
1
2
8
4
5
1
0
4
2
0
B. Establishing a
purpose of the
new lesson
(Motivation
How many numbers
can be used to
divide 60 evenly or
without
a
remainder?
C. Presenting
Examples/
instances of the
new lesson(
Presentation)
Our lesson for today
is Solving Problems
on Divisibility Rules
Our lesson for today is
Solving Problems on
Divisibility Rules
Our lesson for today is
Solving Problems on
Divisibility Rules
Our lesson for today is
Solving Problems on
Divisibility Rules
Our lesson for today is
Solving Problems on
Divisibility Rules
D. Discussing new
concepts and
practicing new
skills no.1.(
Modeling)
Sample Problem:
Teacher Clea has to
split her class of 36
pupils into different
groups with equal
numbers of
members. In how
many ways can she
group her pupils
without excess?
There are two types of
To answer the problem
word problems you may above, we can apply
encounter. It could be:
the Polya’s technique in
solving word problem:
❖ Routine problems
Using POLYA’S four-step
that are useful for daily
plan a.
living; or
❖ Non-routine problems
which are mostly
concerned with
developing
mathematical
reasoning and fostering
an understanding that
mathematics is a
creative endeavor.
A.Understand:
➢ Know what is asked
The common number of
trees in each row
➢ Know what are given
50 seedlings of boys 30
seedlings of girls
B. Plan:
➢ Determine the
operation/method/proc
edure to be used Find
the common factors by
factor tree method
c. Solve:
➢ Use any method to
solve the problem Find
the common factors of
50 and 30
E. Discussing new
concepts and
practicing new
skills no.2(
Guided Practice)
By looking at the
digits of a large
number or by doing
simple calculations,
you can easily tell
whether a number is
a factor of a given
number or not.
Remember that a
number is divisible
by:
➢ 2 – if it is even and
ends in 0, 2, 4, 6, or 8
Example: 106 is
divisible by 2
because it ends in 6.
Example
Example
Example
➢ 4 – if the number
formed by its last two
digits is divisible by 4.
Example: 612 is divisible
by 4 because the
number formed by its
last two digits are 12,
which is divisible by 4.
➢ 8 – if the number
formed by its last three
digits is divisible by 8.
Example: 913 824 is
divisible by 8, because
the number formed by
its last three digits is 824,
which is divisible by 8.
➢ 5 – if its ones digit is
either 0 or 5 Example:
487 580 is divisible by 5
because it ends in 0.
➢ 9 – if the sum of its
digits is divisible by 9.
Example: 9 684 is
divisible by 9 because
the sum of all its digits is
9 + 6 + 8 + 4 = 27, and
27 is divisible by 9.
➢ 11 – if the
difference of the sum
of the odd-positioned
digits (starting from the
left) and the sum of
the even-positioned
digits (starting from the
left) is zero or if it is a
multiple of eleven.
Examples: 2 376 is
divisible by 11,
because (2 + 7) – (3 +
6) = 0. 76 813 is
divisible by 11,
because (7 + 8 + 3) –
(6 + 1) = 11, which is a
multiple of 11.
➢ 6 – if it is divisible by 2
and 3 Example: 5 652 is
➢ 3 – if the sum of
even. The sum of its
the digits of the
digits is 5 + 6 + 5 + 2 =
number is divisible by 18, which is divisible by
3 Example: 315 is
3. So, 5 652 is divisible by
divisible by 3
6 because it is divisible
because 3 + 1 + 5 = 9 by both 2 and 3.
and 9 is divisible by 3.
➢ 10 – if its ones digit is
zero Example: 850 is
divisible by 10 because
850 ends in 0.
➢ 12 – if the sum of its
digits is divisible by 3
and the number
formed by its last two
digits is divisible by 4.
Example: 324 is
divisible by 12
because the sum of all
its digits is 3 + 2 + 4 = 9,
which is divisible by 3.
Also, the number
formed by its last two
digits is 24, which is
divisible by 4.
F. Developing
Mastery
(Leads to Formative
Assessment 3.)
( Independent
Practice )
G. Finding practical
application of
concepts and
skills in daily living
(Application/Val
uing)
Delfin is willing to
give a reward to
whoever guesses his
age this year. His
clues state that his
age is divisible by 12
and is multiple of 9,
and that he is less
than 51 years old.
How old is Delfin?
a. Understand
• What is asked?
The age of Delfin this
year
• What are given?
Delfin’s age is less than
51, so our range is from
1-50. Listing all numbers
divisible by 12 within
that range, we have:
12, 24, 36, 48.
Another clue is that, his
age is a multiple of 9.
Among the four
numbers, we can
eliminate 12, 24, and 48
because the only
number that is multiple
of 9 is 36.
Answer: Therefore,
The Barangay Youth
Officials of Purok SONA
are planning to
conduct clean-up drive
and tree planting in
their costal area. There
are 125 youths who are
officially registered and
are requested to
participate the said
activity. How many
groups could there be
with equal number of
members in a group?
Given: 125 registered
Age is divisible by 12
Age is multiple of 9
Age is less than 51
What strategy can
we use to solve this
problem? Since
there are just a few
numbers less than 51
which are divisible by
12 and 9, we will use
Listing Method and
Elimination.
Delfin’s age is 36
youth
Asked: number of
group and equal
number in each group.
Solution:
125 is divisible by what
number?
By 2, 3, 4, 5,6, 8, 9 and
10?
By 2: even and number
ending in 0, 2, 4, 6, or 8
➢ 125 is not divisible by
2.
By 3: if the sum of the
digits is divisible by 3.
➢ 1 + 2 + 5 = 8 is not
divisible by 3.
H. Making
Generalization
and abstraction
about the lesson(
Generalization)
Non-routine
problems can be
done without using a
standard procedure.
They can be solved
by
drawing
a
picture,
using
a
I. Evaluating
learning
number line, actingout, making a table,
and many others.
Directions: Solve the
following problems
involving factors,
multiples, and
divisibility rules for 2,
3, 4, 5, 6, 8, 9, 10,11,
and 12.
1) Ruben is arranging
648 tiles fitted a
bathroom. He wants
to put the same
number of tiles on
each row. How
many tiles can
Ruben put on each
row?
A. 5 B. 11 C. 10 D. 12
2) Tessa is organizing
990 blocks into boxes
at the toy store. She
needs to put the
same number of
blocks in each box
without any leftover
blocks. How many
boxes would Tessa
use for the blocks?
1) How many whole
numbers among the
given numbers are
divisible by 2? by 5? by
10?
a. Numbers between
86 236 and 87 000
b. Numbers between
2366 and 8080
2) What is the biggest
three-digit multiple of 2
that you can think of
that uses the digits 5
and 8? Show your
answer using any
method.
Directions: Solve the
following problems. Use
a separate sheet of
paper.
1) Joseph planted 600
onions equally in 20
rows. How many onions
were planted in each
row? If Joseph decided
to plant at least 10
onions in each row, will
it still be distributed
equally?
Direction: Solve the
problem below.
Mrs. Velasco plans to
arrange 27 boys and
18 girls in rows for her
seat plan. She wishes
to arrange them in
such a way that only
boys or girls will be
there in a row. Find the
common number of
students that could be
arranged in a row.
Understand:
Plan:
3) What is the largest
possible five-digit
Solve:
number divisible by 12
that you can make from Check and look back:
the digits 1,2, 3, 5 and
one more digit?
1) Using the four-step
plan (Routine)
a. Understand: Know
what is asked
______________________
____________________
Know what is/are
given
______________________
___________________
A. 4 B. 10 C. 12 D. 8
3) Around 420
players joined in the
volleyball
tournament. Each
team should have
the same number of
players. How many
players could there
be on a team?
A. 8 B. 9 C. 11 D. 12
4) David’s little sister
is playing with blocks.
She wants to put all
63 of her blocks into
stacks with the same
number of blocks in
each stack. How
many blocks could
David’s sister put into
a stack?
A. 4 B. 6 C. 9 D. 10
J. Additional
activities for
application and
remediation(
Assignment)
IV.
REMARKS
b. Plan: Determine the
operation/ method/
procedures to be used
______________________
______________________
_______________
c. Solve: Use the
method to solve the
problems_____________
____________
d. Check and look
back:
______________________
________________
V.
REFLECTION
A. No. of learner
who earned 80%
B .No. of learner
who scored below
80% ( needs
remediation)
C. No. of learners
who have caught
up with the lesson
D. No of learner who
continue to require
remediation
E. Which of my
teaching strategies
work well? Why?
F. What difficulties
did I encounter
which my principal
/supervisor can help
me solve?
G. What innovation
or localized
materials did I
use/discover which I
wish to share
w/other teacher?