DAILY LESSON LOG OF M4NS-IIa-64(Day Two)

School Grade Level Grade 4

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Second
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of factors and multiples and addition and
subtraction of fractions.
B. Performance The learner is able to apply knowledge of factors and multiples, and addition and
Standards subtraction of fractions in mathematical problems and real-life situations.
Learning Competency: Identifies factors of a given number up to 100.
(M4NS-IIa-64)
Learning Objectives:
C. Learning
1. Identify the factors of a given number up to 100;
Competencies/
2. Write the factors of a given number up to 100; and
Objectives
3. Demonstrate appreciation of identifying factors of a given number up to 100 as
an important skills needed to understand concepts identifying the multiples of a
given number.
II. CONTENT Numbers and Number Sense
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 115-118
2. Learner’s Materials Pages 86-88
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
The teacher conducts a review on the previous lesson.
In a magic box, call one by one to pick a rolled a paper inside. The pupil will give the
factors of the number that he/she picked.

36 18 20 10
A. Review previous
lesson or presenting
the new lesson
Answer Key:
36=1,2,3,4,9,12,18,36
18=1,2,3,6,9,18
20=1,2,4,5,10,20
10=1,2,5,10
B. Establishing a The teacher lets the students realize that identifying the factors of a given number up
purpose for the to 100 are important skills needed to understand the concepts of identifying the
lesson Greatest Common Factor (GCF).
The teacher lets the students answer the following activity in pairs.

Give at least 2 factors of each.

40 15 36 24
C. Presenting examples/
instances of the new Key answers: Choose any of the two answers.
lesson 40=1x40 15=1x15 36=1x36 24=1x24
=4x10 =3x5 =2x18 =2x12
=8x5 =3x12 =3x8
=2x20 =9x4 =4x6
=6x6

D. Discussing new The teacher discusses with the students the process of arriving at the answer of the
concepts and given activity Furthermore, he/she asks the students about the mathematical skills or
practicing new skills principles that they used to identify the factors of a given number up to 100. He/She
#1 tells them that to determine the factors of a given number, they have to think of each
 number as a product of 2 factors. .
The teacher discusses and illustrates thoroughly how to identify the factors of a given
number up to 100.

40=1x40 15=1x15 36=1x36 24=1x24

=2x20 =3x5 =2x18 =2x12
E. Discussing new =4x10 =3x8 =4x6
concepts and =8x5 =9x4
practicing new skills =6x6
#2
The factors of 40 are 1, 2, 4, 10, 20, and 40.
The factors of 15 are 1, 3, 5, and 15.
The factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, and 36.
The factors of 24 are 1, 2, 3, 4, 6, 8, 12, 24

List the factors of the following numbers.

1.64 2. 21 3. 39 4. 70
F. Developing mastery
Answer Key:
(leads to formative
64=1,2,4,6,8,16,32,64
assessment 3)
21=1,3,7,21
39=1,3,13,39
70=1,2,7,10,35,70
G. Finding practical
applications of
concepts and skills in
daily living
The teacher summarizes the mathematical skills or principles used to identify factors
of a given number up to 100 through questions like:
1. What are factors? How do you identify the factors of a given number?

Answers shall be drawn from the students.

H. Making
Possible response:
generalizations and
1. Factors are numbers multiplied to get a product.
abstractions about
"Factors" are the numbers you multiply to get another number. For
the lesson
instance, factors of 15 are 3 and 5, because 3×5 = 15.  Some numbers have
more than one factorization (more than one way of being factored). For
instance, 12 can be factored as 1×12, 2×6, or 3×4.

The teacher lets the students answer individually the formative assessment.

Copy and complete the table in your notebook.

Number Factors
42
34
76
30
I. Evaluating Learning
Answer Key:
Number Factors
42 1,2,21,42
34 1,2,17,34
76 1, 2,4,19,38,76
30 1,2,15,30

J. Additional activities
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? What else needs to be done to help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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

Prepared by:
MARIBEL C. TINAMBACAN
Teacher 1