Mathematics 5

LESSON 1
Quarter 1 Week 2
Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of divisibility,
Standards order of operations, factors and multiples, and the four
fundamental operations involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Uses divisibility rules for 2, 5 and 10 to find the common
Competencies factors of numbers. (M5NS-Ib-58.1)

or Objectives
II. CONTENT Using divisibility rules for 2, 5 and 10 and finding
common factors of numbers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Elem. Math Gr. 5 p.48
pages Elem. Mathematics Grade 5. 2012. pp. 48-51
2. Learners LM/Week 2/DLP Gr. 4 Module 4, Gr. 5 Module 1, 12
Materials pages
3. Textbook pages
4. Additional
materials from
Learning
Resource (LR)
Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV

IV. PROCEDURE

27
A. Review previous a. Drill

lesson or presenting Mental Drills on Easy Division (3-digit dividends by 1-

the new lesson digit divisor) using flash cards
a. 248÷ 4 = n
b. 126 ÷ 3 = n
c. 522 ÷ 6 = n
d. 255 ÷ 5 = n
e. 236 ÷ 2 = n
Review

On multiples of a number, give the first three

multiples of:
b. 4
c. 3
d. 5
e. 6
f. 8
Motivation

Through a Game: “The Boat is Sinking”

The students will group themselves according to the
number called out by the teacher. Students who
failed to group themselves according to that number
sit down and are out of the game. While the game is
in progress, teacher writes data on the board.

B. Establishing a Present this problem to the class.

purpose for the lesson
In Luzon Bakery, there were 230 Pan de Agua breads
to be placed on trays. The baker wants to arrange them
in 2, 5 or 10 rows. Would it be possible for him to
arrange the breads?
C. Presenting Ask: How many pan de agua breads were in the
examples/instances of bakery?
the new lesson What does the problem asked you to find?
How will you find the answer to the problem?

28
 Present the chart about divisibility rules for 2, 5 and
10.
Explain the rules to the pupils.
D. Discussing new Ask the pupils to work in pairs in solving the
concepts and practicing problem.
new skills #1  Solution 1A: Dividing 230 by 2
230 ÷ 2 = 165, arranging the breads by 2’s is
possible
Solution 1B: Using the divisibility rule for 2.
All even nos. are divisible by 2.
230 is an even no., therefore it is divisible by 2,
and arrangement of bread by 2’s is possible.
 Solution 2A: Dividing 230 by 5
230 ÷ 5 = 46, arranging by 5’s is possible
Solution 2B: Using the divisibility rule for 5
Numbers ending in 0 and 5 are divisible by 5
230 ends in 0, therefore it is divisible by 5,
arrangement of bread by 5’s is possible.
 Solution 3A: Dividing 230 by 10
230 ÷ 10 = 23, arranging breads by 10’s is
possible
Solution 3B: Using divisibility rule for 10
Numbers ending in 0 are divisible by 10
230 ends in 0, therefore it is divisible by 10,
arrangement of breads by 10’s is
possible.
E. Discussing new Ask for other possible solutions to answer that kind of
concepts and practicing
problem given.
new skills #2
F. Developing mastery a. Group Activity:
AVERAGE ADVANCE
Group 1 Group 1
Encircle the correct Identify if the given number is
number to which the first divisible by 2, 5 or 10.
given number is divisible 34 568
to.
12 – 2, 5, 10
Group 2 Group 2
Encircle the correct Identify if the given number is
number to which the first divisible by 2, 5 or 10.
given number is divisible 478 675
to.
55 – 2, 5, 10
Group 3 Group 3
Encircle the correct Identify if the given number is
number to which the first divisible by 2, 5 or 10.

29
 given number is divisible 3 589 450
to.
70 – 2, 5, 10
Group 4 Group 4
Encircle the correct Identify if the given number is
number/s to which the first divisible by 2, 5 or 10.
given number is divisible 8 589 256
to.
64 – 2, 5, 10
Group 5 Group 5
Encircle the correct Identify if the given number is
number to which the first divisible by 2, 5 or 10.
given number is divisible 8 675 360
to.
85 – 2, 5, 10
G. Finding practical How did you find the activity?
applications of concepts How did we know if a number is divisible by another
and skills in daily living number?
How did we know if 2, 5 and 10 are factors of a
number?
H. Making How do we find the factors of a number using divisibility
generalizations and rules?
abstractions about the We recall and apply the rules on divisibility for 2, 5 and
lesson 10.
 Divisibility rule for 2
All even nos. are divisible by 2
 Divisibility rule for 5
Numbers ending in 0 and 5 are divisible by 5
 Divisibility rule for 10
Numbers ending in 0 are divisible by 10
I. Evaluating learning Using the divisibility rule, encircle the numbers whose
factors are the given number before each item.
2 _____1. 88 470 90 294
5 _____ 2. 5 000 7528 6010 845
10_____3. 370 950 840 530
10_____4. 370 355 3455 140
5 _____5. 470 830 525 450

J. Additional activities Write on the blank before each item whether the given
for application or number is divisible by 2, 5 and 10
remediation 1. 16 _______
2. 125 ______
3. 30 _______
4. 344 ______
5. 650 ______
V. REMARKS

30
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

31
 Mathematics 5
LESSON 2
Quarter 1 Week 2
Day 2

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of factors and multiples and
the four fundamental operations involving
fractions.
B. Performance The learner is able to apply divisibility, order of
Standards factors and multiples and the four fundamental
operations involving fractions in mathematical
problems and real-life situations.
C. Learning Uses divisibility rules for 3, 6 and 9 to find common
Competencies or factors M5NS-Ib 58.2

Objectives
II. CONTENT Using divisibility rules for 3,6 and 9 and finding
common factors
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 2, MATHletes 5 Teachers Manual
pages pages19-22
2. Learners Materials Learner’s Materials: 21st Century Mathematics 5 pp
pages 144-146

3. Textbook pages MATHletes Textbook pages 30-35

4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning
Resources

32
 IV. PROCEDURE
A. Review previous Conduct a review on the divisibility rules of 2, 5 and
lesson or presenting 10
the new lesson Teacher shows cards with numbers:
320 726 875 2000 4124

Ask the pupils to write on their Show-Me board

number 2, if divisible by 2, number 5 if divisible
by 5 and 10 if divisible by 10

B. Establishing a purpose Show a picture of a fiesta celebration. Ask the

for the lesson
pupils what made people busy during fiesta.
(Expected answer: People are busy
cleaning/preparing food for visitors). What do you
usually do to help your parents, friends or relatives
during fiesta? How do you feel when you help other
people? What foods are being prepared during the
fiesta? (Note: Teacher should be able to let the
pupils answer Filipino food specifically ibos)

C. Presenting Aling Susan has prepared 4, 680 ibos to be

examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
distributed to 9 households the day before the
fiesta celebration of Barangay Maligaya. How many
ibos will each household receive? Will any ibos be
left over?
What is asked in the problem?
What are the given data?
If you were Aling Susan how would you distribute
4, 680 ibos to 9 households?
(Expected answer: Divide 4, 680 by 9) Will there be
left over?
Can we also divide 4, 680 by 3? by 6?

Let pupils solve for the answer

E. Discussing new Have the pupils’ think of other methods to show

33
concepts and practicing how the problem above may be answered.
new skills #2
Write YES if the number is a factor of the number
written above, NO if not.
1. 225 2. 1620 3. 50, 418
3________ 3_______ 3_________
6________ 6_______ 6_________
9________ 9_______ 9_________
F. Developing mastery (Note: The activities to be used will depend upon the
kind of group the class is. Activity Sheets will be
prepared by the teacher)
ADVANCE AVERAGE
Group 1-Circle the Group 1-Check the
numbers that are numbers that are
divisible by 3, Cross divisible by 3 or
out those that are has 3 as a factor
divisible by 6 and ___282 ___464
box those that are ___243

divisible by 9 Check the numbers that

93 222 138 405 are divisible by 6 or

225 has 6 as a factor

570 207 468 111 _____162 ___294

339 ____426

(Note: a number can be Check the numbers that

divisible by 3, 6 & 9 are divisible by 9 or

,therefore can get 2 or has 9 as a factor

more responses) ___123 _____ 232

_____271
Group 2-Circle the
divisor that the
number is divisible Group 2-Is the number
by. to the left of each
57 126 row divisible by the
3 6 9 3 6 9
number at top of
each column? Write
453 855 YES or NO in each
3 6 9 3 6 9
box.

34
 3 6 9
58
Group 3- Write 2
126
example of 135
numbers that are 210
divisible by:
3 _____________ Group 3- You want to
___________ divide these apples
6 _____________ among the 3 of you.
___________ Show how many
9 _____________ apples each of you
___________ will receive?

Group 4- Using 1, 3, 5
and 9. Give the
possible set/pair of
numbers divisible
by 1, 3, 6 and 9
3 6 9

(Cut-out of apples will

be used)

Group 4- Look at the

numbered cards.
Place them under
the appropriate
column.

453 114

39 288

Is the number divisible

by:

35
 3 6 9

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
Have the pupils look at the sum of the digits of
each of the numbers. Elicit patterns and
observations. This is to be done one at a time.
(If possible write responses of pupils on the
board). The teacher leads the pupils to be able
to tell the rules on divisibility for 3, 6 and 9 and
how this rule will help them in their daily living.
How do we find the factors of a number using divisibility
rules?
Expected answer: We recall and apply the rules on
divisibility for 3, 6 and 9
 A number is divisible by three if the sum of the
three digits adds up to a multiple of three.
 A number is divisible by six if it is divisible by both
two and three
 A number is divisible by nine if the sum of the
digits adds up to a multiple of nine

I. Evaluating learning Using the divisibility rules, encircle the numbers whose
factors are the underlined number before each item.
No.
3 1
57 84 264 346

3 2 312 579 799 843

6 3 117 378 216 1953

6 4 296 346 356 477

5
9 299 627 657 846
J. Additional activities for ENRICHMENT REMEDIATION
application or remediation

36
 Write 3 digit numbers that 1. Circle all the factors
is divisible by 3, 6 and 9. of 3, 246
Explain how you know 3 6 9
this number is divisible 2. Circle all the factors
by 3, 6 and 9 of 7, 128
3 6 9
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

37
 Mathematics 5
LESSON 3
Quarter 1 Week 2
Day 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of factors and multiples and the
four fundamental operations involving fractions.
B. Performance The learner is able to apply divisibility, order of
Standards factors and multiples and the four fundamental
operations involving fractions in mathematical
problems and real-life situations.
C. Learning Uses divisibility rules for 4, 8 and 12 and 11 to find
Competencies or common factors M5NS-Ib 58.3
Objectives
II. CONTENT Using divisibility rules for 4,8 ,12 and 11 and
finding common factors
III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide Teacher’s Guide: TG/Week 2, MATHletes 5 Teachers
pages Manual pages19-22

6. Learners Materials 21st Century Mathematics 5 pp. 144-146

pages
7. Textbook pages MATHletes Textbook pages 30-35

8. Additional materials
from Learning
Resource (LR)
Portal
D. Other Learning
Resources

38
 IV. PROCEDURE
A. Review previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
Review.
Conduct a recall on the divisibility rules for 3, 6
and 9. The teacher prepares small cards with
check marks. Have the pupils place the check
cards under the correct column.
3 6 9
411
423
846
630
How many of you have participated in the Brigada
Eskwela? What did you do during the activity?
Are you happy with your participation?
During the Brigada Eskwela in Matagumpay
Elementary School, 1000 pupils joined the
cleanliness campaign. Teacher Maya thought of
dividing them into 8 members each. Was she able
to divide them with every pupil as a member of a
group? How many pupils joined the campaign?
What does the problem asked you to do?
How will you find the answer to the problem?
Ask the pupils to work in pairs. Using their Show-
Me-Board, have the pairs show their answer and
solution. (Teacher looks at the answer of each pair
as she goes around the room).
Present to them how divisibility rule for 8 applies.
(Note: The activities to be used will depend upon
the kind of group the class is. Activity Sheets
will be prepared by the teacher)
39
 ADVANCE AVERAGE
Group 1- Put a check Group 1-Box the
under the correct number that is
column. divisible by 4
Divisible 4 8 11 12 36 87 61 24
by 54 16 69
48 49 12 35 50
156 72 77 45
360
385 Group 2- Role play.
Distribution of
Group 2- Put a ring sardines to the
around each factor victims of flood.
that the number is (Teacher prepares
divisible by. cut out of
sardines) The
916 4 8 11 12
group of grade
5 pupils has
1, 012 4 8 11 12
collected 55
sardines to be
1, 176 4 8 11 12
packed by 11.
How many
Group 3- Read and solve families will be
the problem. given?
Tony wins a huge bag of
76, 329 marbles in a Group 3- Is the
contest. He splits number
them to 7 of his divisible by 8?
friends and himself. Circle the
How many marbles answer.
does each person
receive? 72 Yes
Group 4- True or False? No

40
 a. 824 is divisible by 8 95 Yes
______ No
b. 9, 024 is divisible by 12 200 Yes
_____
No
c. 513 is divisible by 4
339 Yes
______
No
d. 979 is divisible by
416 Yes
11_____
No

Group 4- Color the

card green if the
number on it is
divisible by 12
(Teacher provides
crayons)

122 108 120

496 252

G. Finding practical Ask the group to present their outputs. Discuss the
applications of concepts
answers given by the pupils. Have them tell
and skills in daily living
their observations about the numbers divisible
by 4, 8, 12 and 11. Do this one at a time.
Guide the pupils to come up with the rules on
divisibility for 4, 8, 12 and 11.
Complete the table below. Make a tick ( ) in a box if the
number at the left of the box is divisible by the number
above the box.
4 8 11 12
144
847
736
2, 048

41

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
5, 241
How do we find the factors of a number using divisibility
rules?
Expected answer: We recall and apply the rules on
divisibility for 4, 8, 12 and 11
 A number is divisible by four if the number formed
by its last two digits is divisible by 4
 A number is divisible by eight if the number
formed by the last three digits is divisible by 8
 A number is divisible by twelve if the number is
divisible by 3 and 4
 A number is divisible by eleven if the (sum of the
odd numbered digits)- (sum of the even
numbered digits) is divisible by 11
or Subtract the last digit from the number formed by
the remaining digits, the result is divisible by
11.
Using the divisibility rules put a check on the blank if the
second number is a factor of the first number.

a. 436, 4 ________
b. 263, 12 _______
c. 2328, 8 _______
d. 346, 4 ________
e. 114, 11 _______

J. Additional activities for ENRICHMENT REMEDIATION

application or remediation Use the divisibility rules to A. Check the
name the factor/s of the numbers that are
following numbers. divisible by 4 or has 4 as
1. 500 a factor
2. 888 ___128 _____ 232
3. 3, 616 _____371
4. 9, 614 B. Check the
numbers that are
divisible by 12 or has 12

42
 as a factor
___155 _____ 972
_____276

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

43
 Mathematics 5
LESSON 4
Quarter 1 Week 2
Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of divisibility,
Standards order of operations, factors and multiples, and the four
fundamental operations involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Uses divisibility rules for 4, 8, 12 and 11 to find
Competencies or common factors
Objectives Code: M5NS-Ib-58.3a
II. CONTENT Using divisibility rules for 4, 8, 12 and 11 and
finding common factors
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 2
pages
2. Learners Materials LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages Growing Up with Math 5 p. 97
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart

44
 IV. PROCEDURE
A. Review previous 1.Drill
lesson or Division
presenting the new a.488 ÷ 8 = n
lesson b.168 ÷ 4 = n
c.132 ÷ 12 = n
d.143 ÷ 11 = n

B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
2.Review
Conduct a review on the divisibility rules of 3, 6 and 9.
Teacher produces small cards with check marks.
Have students place the check cards under the
correct column by which the numbers are divisible.
3 6 9
4110
423
846
630
Who among you are actively participating in the
outreach programs of your school? Are you happy with
your participation?
Present this problem to the class .
During the Oplan Kalinisan, 1000 pupils joined
the cleanliness campaign. Teacher Edna thought of
dividing them into 8 members each. Was she able
to divide them with every student as a member of a
group?
Ask: How many pupils joined the campaign?
What does the problem asked you to find?
How will you find the answer to the problem
Ask the pupils to work in pairs in solving the problem.
Solution 1: Dividing 1000 by 8
1000 ÷ 8 = 125, each student is a member of the

45
 group
Solution 2: Using the divisibility rule for 8
A number ending in three zeros is divisible by 8
1000 ends in three zeros, therefore it is divisible by 8,
each student is a member of the group.
E. Discussing new a. Group Activity:
concepts and practicing
AVERAGE ADVANCE
new skills #2 Group 1 Group 1
Encircle the correct Identify if the given
number to which the number is divisible
first given number is by 2, 5 or 10.
divisible to. 34 568
12 – 2, 5, 10
Group 2 Group 2
Encircle the correct Identify if the given
number to which the number is divisible
first given number is by 2, 5 or 10.
divisible to. 478 675
55 – 2, 5, 10
Group 3 Group 3
Encircle the correct Identify if the given
number to which the number is divisible
first given number is by 2, 5 or 10.
divisible to. 3 589 450
70 – 2, 5, 10
Group 4 Group 4
Encircle the correct Identify if the given
number/s to which number is divisible
the first given by 2, 5 or 10.
number is divisible 8 589 256
to.
64 – 2, 5, 10
Group 5 Group 5
Encircle the correct Identify if the given
number to which the number is divisible
first given number is by 2, 5 or 10.
divisible to. 8 675 360
85 – 2, 5, 10
F. Developing mastery Processing the Activities
•How did you find the activity?
•How did we know if a number is divisible by another
number?
•How did we know if 4 8 12 and 11 are factors of a

46
 number?
Reinforcing the Concept and Skill
Have the pupils solve the following exercises.
Put a check under the correct column applying the
rules for divisibility.
4 8 12
56784
5000
4376
1224
G. Finding practical Applying to New and Other Situations
applications of concepts
Have the pupils do the exercises under Apply your
and skills in daily living
Skills on page LM Math Grade V. Encourage some
pupils to show and discuss the answers.
H. Making Ask: How do we find the factors of a number using
generalizations and
divisibility rules?
abstractions about the
lesson •We recall and apply the rules on divisibility for 4, 8, 12
or 11.
I. Evaluating learning Using the divisibility rule, encircle the numbers whose
factors are the given number before each item.
4___ 1. 84 480 60 264
8____ 2.2000 3928 6000 846
12___ 3.372 756 840 579
11___ 4.378 352 1132 143
4____ 5.477 524 296 342
J. Additional activities for Using the divisibility rule, put a check on the blank if
application or remediation
the second number is a factor of the first number.
1. 436,4 _____
2. 263,12 _____
3. 2328,8 ____
4. 346,4 _____
5. 114,11 _____
V. REMARKS

47
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

48
 Mathematics 5
LESSON 5
Quarter 1 Week 2
Day 5

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of factors and multiples and the
four fundamental operations involving fractions.
B. Performance The learner is able to apply divisibility, order of
Standards factors and multiples and the four fundamental
operations involving fractions in mathematical
problems and real-life situations.
C. Learning Uses divisibility rules for 4, 8 and 12 and 11 to find
Competencies or common factors M5NS-Ib-58.3b
Objectives
II. CONTENT Divisibility rules for 4, 8, 12 and 11 and to find
common factors
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 2, MATHletes 5 Teachers Manual
pages pages19-22
2. Learners Materials 21st Century Mathematics 5 pp. 144-146
pages
3. Textbook pages MATHletes Textbook pages 30-35

4. Additional materials
from Learning
Resource (LR)
Portal
5. Other Learning
Resources
IV. PROCEDURE

49
 A. Review previous Review.

lesson or presenting Give a review on divisibility of numbers by 8.

the new lesson Provide pupils with the following numbers and have
them identify which are divisible by 8.
890 240 604 2000
560 210 500 440
B. Establishing a purpose Did your parents come for the week long Brigada
for the lesson
Eskwela? Did you come with them? Why do you
think we have to join in school activities?
C. Presenting During the Brigada Eskwela in Cabagnan
examples/instances of the Elementary School, there were 572 volunteer
new lesson parents. If they will be divided into groups of 11,
how many of them will not be in a group?

D. Discussing new Note: Use the situation above in discussing the

concepts and practicing
new lesson.
new skills #1
Ask: How many parent volunteers were there?
How many groups must be formed?
What was asked in the situation?
How will you know that the number can be
grouped into 11’s? (Accept the answers of
the pupils)
E. Discussing new  Present to them the short way of finding if a
concepts and practicing
number is divisible by 11.
new skills #2
5 7 2

Add the ones and hundred digits then

subtract the sum to the tens digit.

a. Ones and hundreds (5+2) = 7

b. Tens digit minus sum in a: 7-7 = 0
c. If the difference is 0 then the
number is divisible by 11.
Let’s have another example:

50
 Suppose we have 8, 679.
8 6 7 9
Add the alternate place values:
9+6 = 15
7+8 = 15
15-15 = 0
Then 8679 is divisible by 11.
F. Developing mastery Group the pupils into 4 groups. Give each
group a task card.
AVERAGE ADVANCE
Group1 Group1
Directions: Add the Directions: Encircle
alternate place values of the number that is
the given number then
divisible by 11.
subtract the results.
1. 654 1. 654
2. 979 2. 979
3. 1331 3. 1331
4. 2651 4. 2651
5. 11231 5. 11231

Group2 Group2
Directions:Underline the Directions: Encircle
number that is not the number that is not
divisible by 11.
divisible by 11.
1. 654
2. 979 1. 654
3. 1331 2. 979
4. 2651 3. 1331
5. 11231 4. 2651
5. 11231
Group3 Group3
Directions: Write true if Directions: Tell which
the number is divisible number is divisible by
by 11.
11.
1. 1056
2. 2342 1. 1600
3. 2574 2. 4510
4. 5973 3. 5740

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 5. 10703 4. 5511
5. 60621

Group4 Group4
Directions: Write true if Directions: Show for
the number is divisible each number the
by 11.
divisibility rule for 11.
1. 1056
2. 2342 1. 1600
3. 2574 2. 4510
4. 5973 3. 5740
5. 10703 4. 5511
5. 60621
G. Finding practical Use the divisibility rule for 11 to find the
applications of concepts
number that is divisible by 11.
and skills in daily living
1. 506
2. 5 087
3. 1 496
4. 7 409 765
5. 56 694 880
H. Making generalizations What is the rule in finding the divisibility for 11?
and abstractions about the
lesson  Get the sum of the alternate place value of
the number and then find the difference of
the sum, if the difference is 0 then the
number is divisible by 11.
I. Evaluating learning Encircle the number in the set that is divisible by
11.
1. 243 451 679 564
2. 6782 9207 1078 70678
3. 58024 41085 653409 56478
4. 5901 537488 4037 11526
5. 7739 65728 657381 709919

J. Additional activities for Check if the following numbers are divisible by 11.
application or remediation
Write YES if it is and NO if it is not.

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 1. 78638
2. 549230
3. 6545280
4. 879273
5. 8743678

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

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