LEARNING PACKETS IN MATHEMATICS 4

First Quarter- Week 4

Topic: Factors, Multiples, GCF and LCM

At the end of the lesson, you should be able to:

A. list the factors of 1-to-2-digit numbers up to 100;
B. find the set of multiples of 1 to 2-digit numbers up to 100;
C. differentiate factors from multiples;
D. define Greatest Common Factor (GCF) and Least Common Multiple (LCM);
E. find the GCF and LCM of two or more numbers using the listing method;
F. answer word problems involving factors and multiples; and
G. participate actively in class discussions and activities.

Daily Routine
A. Math Prayer and Cheer
B. Drill on Addition Using A2 Window Card (Recitation)

Analyze the following numbers inside the box. Encircle 3 numbers that are
related to each other and answer the question below.

27 8 4 9 6 24
3 12 32 18 2 36

How are they related? _______________________________________________________

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1. How many teachers do you have in Grade 4 level this year? _____________

There are 14 chairs for your teachers.

Guide Questions:
a. How will you arrange the 14 chairs so that each group will have the same
number of teachers? In how many ways can you do it? (Note: You may use
any available manipulatives to represent the 14 chairs).
b. What if you are to arrange 20 chairs to groups of equal number. What are
the possible arrangements?

At times, your teachers are playing games for relaxation. If there are 40 cans
and teachers must throw the balls into every 4th can, in which cans should
your teachers throw the balls?

2. Discussion Proper
a. Here is the list of possible arrangements for 14 chairs

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 Number of Groups Number of seats in every group
1 14
2 7
7 2
14 1

Complete the list below of the possible arrangements for 20 chairs.

Number of groups Number of chairs in every group

1 ________
2 ________
4 ________
5 ________
10 ________
20 ________

Guide Questions:
What do these numbers show?
These numbers are called factors. Based on the examples, what are
factors?

Factors are…
_______________________________________________________________________
_______________________________________________________________________

Examples of factors:
Factors of 4: 1, 2, 4
Factors of 8: 1, 2, 4, 8
Factors of 12: 1, 2, 3, 4, 6, 12

Can you give the factors of the following numbers? Write your answer
on the blank.
Factors of 16: _________________________
Factors of 25: _________________________
Factors of 40: _________________________

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b. These are the numbers of cans where your teachers should throw the
balls.

Guide Questions:
What do you notice with the numbers?
What happens when you multiply a number to all counting numbers
starting from 1?
These numbers are called multiples. Based on the example, what are
multiples?

Multiples are…
_______________________________________________________________________
_______________________________________________________________________
Try this:
Give the first 12 multiples of 6. _______________________________________
Give the first 12 multiples of 3. _______________________________________

3. Study these problems:

Problem #1
Erin bought 20 notebooks. She also bought 30 pencils. She wants to use all
the notebooks and pencils to create the same number of sets for the children
in the orphanage. What is the greatest number of children who will receive
the same set, with the same number of notebooks and pencils? How many
notebooks will there be in a set? How many pencils will there be in a set?

20 notebooks 30 pencils

This problem can be solved in this way:

Listing Method - list all the factors of 20 and 30
Factors of 20 = 1, 2, 4, 5, 10, 20
Factors of 30 = 1, 2, 3, 5, 6, 10, 15, 30

What are the common factors of 20 and 30?

Answer: The common factors of 20 and 30 are 1,2,5 and 10.

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What is the Greatest Common Factor (GCF) of 20 and 30?
Answer: The Greatest Common Factor (GCF) of 20 and 30 is 10.

Ten children will receive the same set. Each set contains 2 notebooks and 3
pencils.

Problem #2
Thelma is going to plant 24 tomato seedlings and 12 okra seedlings. She
would like to plant the vegetables in row where each row has the same number
of tomato seedlings, and each row has the same number of okra seedlings. What
is the greatest number of rows Thelma can plant?

Listing Method- list all the factors of 24 and 12.

Factors of 24= 1, 2, 3, 4, 6, 8, 12, 24
Factors of 12= 1, 2, 3, 4, 6, 12.

What are the common factors of 24 and 12?

Answer: The common factors of 24 and 12 are 1,2,3, 4, 6 and 12.

What is the Greatest Common Factor (GCF) of 24 and 12?

Answer: The Greatest Common Factor (GCF) of 24 and 12 is _____.

Problem #3
Enzo and Beatriz are playing games at their local arcade. Enzo wins 5 tickets
from every game, and Bea wins 6 tickets from every game. When they stopped
playing games, Enzo and Bea had won the same number of tickets. What is the
least number of games that Enzo could have played?

Listing Method - list the multiples of 5 and 6.

Multiples of 5 = 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, …
Factors of 6 = 6, 12, 18, 24, 30, 36, 42, 48, 54, 60…

What are the common multiples of 5 and 6?

Answer: The common multiples of 5 and 6 are 30, 60, 90, 120…

What is the Least Common Multiple (LCM) of 5 and 6?

Answer: The Least Common Multiple (LCM) of 5 and 6 is _____.

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Problem # 4
Two faucets are dripping. The first faucet drips every 4 seconds and the other
faucet every 10 seconds. If a drop of water falls from both faucet at the same
time, how many seconds will both faucets drip at the same time again?

List the first 10 multiples of 4 = ___, ____, ___, ____, ___, ____, ___, ____, ___, ____, …
List the first 10 multiples of 10 = ___, ____, ___, ____, ___, ____, ___, ____, ___, ____, …
What are the common multiples of 4 and 10? ____________
What is their LCM? _____________________
Why is there a need to focus on the words GREATEST and LEAST or on the words
FACTORS and MULTIPLES?

Generalization
Factors are the numbers we multiply. The factors of a number exactly divides
the given number. A number has at least 2 factors: 1 and the number itself.
A number is considered a factor of a given number if it can exactly divide that
number.

Multiples are the products. These are the numbers found by multiplying the
whole number by any other whole number.
A number is a multiple of a given number if it can be exactly divided by that
given number.

The concept of factors, multiples and divisible are related. Two (2) is a factor of
8, 8 is a multiple of 8 and 8 is divisible by 2.

GCF is the largest divisor while LCM is the smallest dividend.

The Greatest Common Factor (GCF) of two or more numbers is the largest
number that can exactly divide the given numbers.

The Least Common Multiple (LCM) of two or more numbers is the least number
that can be exactly divided by the given numbers.

1. Formative Assessments
A. Write the missing factors.
1. 49 = 7 x _____ 4. 60 = 5 x _____
2. 27 = 3 x _____ 5. 75 = 3 x _____
3. 56 = _____ x 8 6. 81 = 3 X _____

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 B. Name all the factors of the following.

Can you give the factors in an orderly manner like this?

Example:
Start with the least factors. Once
12 = 1 x 12
2x6 you found the partner factors, (3
3x4 x 4) it is easy to find the other
factors (2 x __), (1 x__)

3 x ___ = 30
30 = 1, 2, 3, 5, 6 ____ ___ ___
30 = 2 x ___ = 30
1 x ___= 30

36=

48=

C. Write the factors of the given number from the numbers given.

1. 2, 3, 5, 6, 7, 10 Example 10= 2, 5, 10 6= 2, 3,6

2. 2, 3, 4, 6, 8, 12 12= _______ 8= __________ 4= __________

3. 2, 3, 5, 8, 9,10 10= _______ 9= __________

4. 2, 4, 5,6 8,10, 20 20= ___________________

5. 2, 3, 4, 5, 6, 8,10, 15, 20, 30 30= ___________________

D. Answer the following:

1. The fifth multiple of 8 is _________.
2. The eighth multiple of 9 is _______.
3. The twelfth multiple of 6 is _______.
4. The multiples of 3 between 20 and 30 are ________.
5. The multiple of 9 between 30 and 40 is ________.

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E. Group the numbers as to factors or multiples of the given numbers.
Given Numbers Factors Multiples
number
Ex. 8 2, 16, 4, 32, 8, 40 2, 4, 8, 16, 32, 40 16, 32, 40
16 4, 32, 16, 48, 8, 54
15 45, 5, 30, 3, 15, 75
20 10, 40, 20, 5, 80, 4

F. Give the GCF and LCM.

Given GCF- highest factor/divisor LCM-least multiple/dividend

1) 12, 6
2) 10, 15
3) 20, 8
4) 30, 2
5) 9, 10

2. Synthesis
Reflect on this parable from Luke 14:7-11?
When he noticed how the guests picked the places of honor at the table, he told
them this parable: “When someone invites you to a wedding feast, do not take
the place of honor, for a person more distinguished than you may have been
invited. If so, the host who invited both of you will come and say to you, ‘Give this
person your seat.’ Then, humiliated, you will have to take the least important
place. But when you are invited, take the lowest place, so that when your host
comes, he will say to you, ‘Friend, move up to a better place.’ Then you will be
honored in the presence of all the other guests. For all those who exalt themselves
will be humbled, and those who humble themselves will be exalted.”

How will you relate our lesson on GCF and LCM with this?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

1. Homework: Please answer the assigned task under Number Theory

Skill 2: Determine if a 1- digit number is a factor of a given number within 100
Skill 3: Find common factors of two whole numbers
Skill 4: Find multiples of a number

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 Skill 5: Determine if a number is a multiple of given 1-digit number
Skill 6: Find the first 12 multiples of a given 1-digit number
Skill 7: Find common multiples of two given 1-digit numbers

2. Math Journal
What is the most difficult part in learning about FACTORS and MULTIPLES and
why? Explain your answer in 3-5 sentences. Take a screenshot of your answer
and upload it in the Assignments tab.

3. Answer the KooBits Mock Test and be ready for a Summative Test/ Quiz 2 on
Factors, Multiples, GCF and LCM next meeting.

REFERENCES:
o Dr. Fong Ho Kheong, Gan Kee Soon, Chelvi Ramakrishnan, 2016, My Pals are Here 3rd Ed. 4B
Pupil’s Book, Marshall Cavendish Education
o KooBits Videos Numbers up to 100 000 Skill 1314 https://teacher.KooBits.com/browse-
content/problemsums-trial
o Math Antics Place Value (2015, November 24(Video file). Retrieved from
https://www.youtube.com/watch?v=fd-E18EqSVk&t=5s

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 LEARNING PACKETS IN Mathematics 4
First Quarter – Week 5
Topic: Multiplying 1-4 Digits by Another 1-2 Digits
Number

At the end of the lesson, you should be able to:

A. use the procedures in multiplication to multiply a whole number (up to 4
digits) by 1digit whole number with or without regrouping;
B. multiply a whole number (up to 4 digits) by 10 or tens using two different
methods with or without regrouping;
C. multiply a whole number (2 to 3 digits) by another 2- digits whole number
with or without regrouping;
D. solve word problems involving addition, subtraction, and multiplication of
whole numbers; and
E. actively participate in the class discussion and activities.

Daily Routine
A. Math Prayer
B. Mental Drill on Addition Using A2 Window Card
C. Giving of Summative Test/ Quiz 2 on Factors, Multiples, GCF and LCM of 2
numbers

1. Read and analyze the word problems below. Then answer the questions
about it.

Problem #1
In celebration of Buwan ng Kasaysayan this September, the Grade 4 level
decided to donate slippers for the indigenous groups. Each section will
donate 200 pairs of slippers. How many pairs of slippers will be donated by
the Grade 4 level?

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 a. What is asked in the problem?
Answer: The total number of pairs of slippers.
b. What operation is involved?
Answer: Multiplication
c. What is 6 × 200?
Multiply 200 by 6.

Step 1:

2 0 0 Step 2:

X 6
Step 3:
2 0 0
0
X 6
2 0 0
0 0
X 6

1 2 0 0

6 × 200 = 1 200

There are 1 200 pairs of slippers that will be donated by the Grade 4 level.

Problem #2

Another project that some children thought of was to collect plastic

bottles. These plastic bottles will be recycled and be used for eco-bricks. If
there are 143 children and each will collect 10 bottles, how many bottles
are to be collected in all?

a. What is asked in the problem? _____________________________________

b. What operation is involved? _______________________________________
c. What is 143 × 10? ______________

How about if each of the 143 children will collect 100 bottles? 1000
bottles? How many bottles are to be collected in all?
a. What is 143 × 100? ______________
b. What is 143 × 1 000? ______________

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 Study the table below:
143 × 1= 143 × 100= 1 430 × 10 =

143 × 10= 143 × 1 000= 1 430 × 100 =

Do you notice a pattern? What did you notice? ________________________

________________________________________________________________________
How did we get the answers? __________________________________________

1. How do we multiply 2–4-digit numbers by a 1-digit number?

What is 3 x 432? Use the place value chart.

Thousands Hundreds Tens Ones First. Multiply the ones.

4 3 2 Then multiply the tens.
× 3 Lastly, multiply the hundreds
1 2 9 6 place.
So, 3 x 432= 1 296

How about 4 × 1 437?

First, multiply the ones. Since the
answer is more than 10, regroup
Thousand Hundreds Tens Ones the ones. 28 ones = 2 tens 8 ones
1 Then, multiply the tens. 4 x 3 =12,
2 add the tens: 12 + 2 = 14
1 4 3 7 Regroup the tens. 14 tens = 1 ten 4
× 4 ones
5 7 4 8 Finally, multiply the hundreds. 4 x 4
= 16, add the hundreds: 16 + 1 =
17
So, 1 437 x 4 = 5 748

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2. Watch KooBits Interactive Virtual Manipulatives and videos.
You will be guided on how to multiply a whole number (up to 4 digits) by 1-
digit whole number with or without regrouping, multiply numbers by tens, and
multiply 2–3-digit numbers by a 2-digit number.

A. What are the terms used in a multiplication equation?

_____________ _____________ ______________ _____________
B. What is the meaning of the following terms?
a. twice _______________ What is twice 10?____________
b. thrice_______________ What is thrice 10? ___________
c. four times ___________ What is four times 10? _________

C. What if you have a two-digit multiplier? How do you multiply a whole number
(2 to 3 digits) by another 2- digits whole number with or without regrouping?
Let’s try this equation:
Ten Thousands Hundreds Tens Ones
thousands
5 3 4
× 5 8
+ 4 2 7 2
2 6 7 0 0
3 0 9 7 2

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 To multiply a 2–3-digit number by a 2-digit number:
a. Multiply the multiplicand by the ones (regroup the answer if needed)
b. Put the digit zero under the digit in the ones place of the partial product
b. Multiply the multiplicand by the tens (regroup the answer if needed)
c. Add the partial product in a and b.

3. Watch KooBits videos Skill 1 221 on how to solve the Part-Whole model word
problems given below.
A. Anisa, her brother and her sister intend to use their savings to buy a tie for
their father. Anisa has saved $125. Anisa’s sister has saved $123 more than
Anisa. Anisa’s brother has twice as much as the sum of Anisa’s and her
sister’s savings. How much do all three of them have altogether?
Solution:

B. There are 39 classes in school. Each class has 21 students. There are 379
girls in school. How many boys are there in the school?
Solution:

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Generalization

REMEMBER:
Knowledge of the multiplication facts is a must to multiply bigger
numbers.
In multiplying any number by 10s or multiple of 10s, multiply the non-
zero digits and affix/annex the number of zeros in both factors.
There are two solutions in multiplying whole numbers by a 1-digit
number.
Solution 1: Multiply from right to left. Regroup the partial products.
Solution 2: Identify the values of each digit before multiplying. Each
value is multiplied by the multiplier and then the results are added.

1. Formative Assessments

A. Multiply 2–4-digit numbers by a 1-digit number.

1. 3. 5.
32 64 2 035
x 4 x 9 x 2

2. 4. 6.
55 842 3 267
x 3 x 4 x 5

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B. Solve for the product of the following 2-3 digits by 2-digit numbers.

1. 3. 5.
2 2 213 894
x 1 5 X41 x32

2. 4. 6.
3 4 309 978
X2 3 X 49 X 78

C. Multiply, then write the letter to the corresponding product below to

complete the message.

There is Math in _______ ________ ________ _______ ________

630 3200 630 3 600 18 000

______ _______ ________ _______ _______ ________ ________ !

4 260 48 000 18 000 40 000 2 100 35 000 630

2. Synthesis
2 What’s
• What did you learn today? ------------------------------------------------
• Now What? How can you use what we’ve learned today in your life?

________________________________________________________________________

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1. Practice the multiplication table 6, 7, 8 and 9.
2. Koobits Mission- Please answer the assigned task under Multiplication of Whole
Numbers:
Skill 5: Multiply a 2-digit number by a 1-digit number without regrouping
Skill 6: Multiply a 3-digit number by a 1-digit number without regrouping
Skill 7: Multiply a 2-digit number by a 1-digit number with regrouping in ones
and tens
Skill 8: Multiply a 3-digit number by a 1-digit number with regrouping in ones,
tens and hundreds

3. Graded Mini-task:
In a short bond paper, answer the 13- item multiplication equation which can
be found in the Assignments tab. Write the numbers vertically, show the
multiplication process in your handwriting and complete the hidden message.
Take a picture of your work and upload it in the Assignments tab.

References:
KooBits Interactive Virtual Manipulatives- https://ivm.KooBits.com/dashboardv5/index.html
KooBits Videos https://teacher.KooBits.com/browse-content/problemsums-trial

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 LEARNING PACKETS IN MATHEMATICS
First Quarter – Week 6
Topic: Dividing 3–4-digit numbers by 1–2-digit divisor

At the end of the lesson, you should be able to:

A. use the procedures in division to divide a whole number (up to 4 digits)
by 1–2-digit whole number with or without regrouping and with or without
remainder;
B. divide special quotients mentally and with accuracy;
C. solve word problems involving whole numbers; and
D. actively participate in the class discussion and activities.

Daily Routine
A. Math Prayer
B. Mental drill on Addition Using A2 Window Card

Do you receive an allowance even if you are attending Online Distance

Learning (ODL)?
Read and analyze the word problem below.

Within six days, Sandra saved ₱900. She saved an equal amount of money every
day. How much did she save each day?

How do we solve the problem? We may use blocks or model bars for this.

*₱900 is her total amount of savings for 6 days.

*The six blocks represent the number of days.

* The ? is the unknown amount of savings per day

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Guide Questions:

What operation will be used to find out how much she saves each day? _______

Which number will you divide? _____ What is it called? ____________

With what number should you divide it? _____ What is it called? ____________

1. How do you divide 900 by 6? Let’s follow the steps below.

Sandra saves ₱150 per day.

Why do you have to save? ____________________________________

2. Work on KooBits Interactive Virtual Manipulatives . You will

be guided on how to divide 2–4-digit number by a 1-digit number. KooBits
video links on division will be shared.

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3. Divide the following numbers using the division steps.

6 ⟌186 4 ⟌312 2 ⟌245 9 ⟌443

Identify the meaning of the following words:

a. Divisor - ___________________________________________________________
b. Dividend - ________________________________________________________
c. Quotient - _________________________________________________________
d. Remainder - _______________________________________________________

What if you have a 2-digit divisor?

Let’s try this!
Since the divisor is a two-digit number, divide using
the digits in the hundreds and tens place: _____
So ____ ÷ 12 = ____ .
Multiply _____ × 12 = ________
Subtract ______ from 28. The answer is ______.
Bring down the digit 8 in the ones place.
Regroup it with the number in the tens place.
Then, divide _____÷ 12 = ______
Multiply _____ × 12 = ________
Finally, subtract _____ from _____ .
Therefore: 288 ÷ 12 = __________

Try to check if your answer is correct. How? Show your computation below.

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 4. Solving Division Word Problems
A. Miko bought 3 boxes of apples. Each box contained 40 apples. The apples
were shared equally among 6 children. How many apples did each child
receive?
Solution:

B. Shop A sold 650 vegetables. Shop A sold twice as many vegetables as

Shop B. How many more vegetables than Shop B did Shop A sell?
Solution:

Generalization
REMEMBER:

• In dividing numbers, the dividend is the number to be divided, the divisor

is the number that divides, and the quotient is the answer in division. The
remainder is the number left after dividing.
• Division is the inverse of multiplication.
• To check division, multiply the quotient and the divisor, and then add any
remainder. The result should be the dividend.
• Steps in division:
Divide
Multiply
Subtract
Bring down (then repeat until no more numbers can be brought down)
Compare
• Always start dividing in the highest place value.
• Quotients are the only numbers that should be placed on top of the
given.
• In solving two-step or multi-step word problems, do the following steps:
Gather what you know about the problem.
Make a plan. Draw a model.

Determine what you are looking for.

Identify what needs to be done first and what operation to use.
Solve for the final answer.
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1. Formative Assessments
A. Divide the following:
1. 2. 3.

3 ⟌282 8 ⟌698 15 ⟌345

4. 5. 6.

7 ⟌686 32⟌800 32 ⟌800

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B. Find the quotient and remainder of each of the following.
V I D S
200 ÷ 8 = 379 ÷ 7 = 435 ÷ 6 = 538÷ 9 =

M F H U

96 ÷ 12 = 648 ÷ 9 = 808 ÷ 8 = 890 ÷ 6 =

O N B C

619 ÷ 4 = 172 ÷ 5 = 77 ÷ 11 10 000 ÷ 50 =

Write the letters that match the answers in the blanks below. What message is
formed?
______ _____ _____ ______ ______ _____ ______ ______
72 R3 54 R1 25 54 R1 59 R 7 54 R1 154 R3 34 R2

______ _______ _______ ________ _______!

54 R1 59 R7 72 148 R2 34 R2

2. Synthesis
Do you agree with the statement below? What is it telling you?
“Mathematics may teach us how to add happiness and subtract sadness.
But it teaches us one important thing: Every problem has a solution.”
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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 1. Graded Task: Please answer the assigned KooBits task under Division of
Whole Numbers:
Skill 7: Divide a 1-digit number by a 1-digit number without a remainder
Skill 8: Divide a 2-digit number by a 1-digit number with a remainder
Skill 9: Divide a 2-digit number by a 1-digit number without regrouping and
remainder
Skill 10: Divide a 3-digit number by a 1-digit number with regrouping without
a remainder

2. Review for Long Test 2. Study the following topics:

• Factors, Multiples, GCF and LCM
• Multiplying 1-4 Digits By Another 2-3 Digits Number
• Dividing 3–4-Digit Numbers by 1–2-Digit Divisor
• Solving Word Problems

References:
KooBits Interactive Virtual Manipulatives-
https://ivm.KooBits.com/?vmID=28&dashboard=true
https://ivm.KooBits.com/?vmID=29&dashboard=true
https://ivm.KooBits.com/?vmID=30&dashboard=true
KooBits Videos
Skill 1 224 https://youtu.be/sbsvlAvT2C8
Skill 1 225 https://youtu.be/CEXy75Z0ctE
Skill 1 226 https://youtu.be/s18CHlwWwU0

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