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Dlp-Math-Nov. 21-25
Dlp-Math-Nov. 21-25
Dlp-Math-Nov. 21-25
I.OBJECTIVE Solve real life problems involving GCF of two given numbers
II.CONTENT (Subject Matter) Solving real life problems involving GCF of two given numbers
A.References
1.Teacher’s Guide pages
TG in MATH 4 p. 125-129
2.Learner’s Materials pages
LM in MATH 4, p. 97-99
3.Text books
B.Other Learning Resources
III.PROCEDURES
A. Preparatory 1.Drill
Activities Have a drill on finding the common factors and greatest common factor or GCF of
the following numbers.
1.) 12 and 15
2.) 24 and 30
2.Review
Recall the steps in solving word problem.
3. Motivation
Ask: Have you experienced to bake cookies bread? Or if not, have you seen
someone who is baking cookies or bread? Say: There are people who loves to bake
bread or cookies. It is not only the baker who bakes cookies or bread. Maybe your
mother/father, your brother or sister older than you. They also love baking.
B. Introduction Say: We are done with finding the common factors and greatest common factors of
two given numbers. Today, our focus is on solving word problem involving GCF. We
will apply your knowledge on how get the GCF of two given numbers in solving
word problem involving GCF. Are you all ready?
Show the class the step by step procedure of solving the problem.
Say: The problem is all about finding the greatest common number or GCF. For you to easily
determine if the problem is all about Greatest Common Factor, the question contains the
word “most” , “greatest” “largest”, “biggest” or “maximum”. These words signify that the
problem is asking for the Greatest Common Factor or GCF.
Since the question is about the “most number of cookies that a box will contain” the problem
is looking for the Greatest Common Factor or GCF.
Plan:
How will you solve the problem: By finding the Greatest Common Factor or GCF
Solve:
The teacher will model or show the class how to get the GCF of 48 and 60 using any of the
methods that the children have learned .
A.Listing Method
List down the factors of 48 and 60
48: 1, 2, 3, 4, 6, 8, 12, 16, 24, and 48
60:1, 2, 3, 4,5, 6, 10, 12, 15, 20, 30 and 60
Greatest Common Factor or GCF: 12
B. Prime Factorization
48= 2 x 2 x 2 x 2 x 3
60= 2 x 2 x 3 x 5
Greatest Common Factor or GCF: 2 x 2 x 3= 12
C. Continuous Division
GCF: 2 x 2 x 3= 12
D. Guided Practice Read the problem below and answer the questions that follow.
There are 16 boys and 24 girls. If they will be grouped separately in teams with the same
number, what is the biggest number of children in a group?
What is asked in the problem?
What facts are given?
How will you solve the problem?
What is the answer to the problem?
E. Independent Read and solve the problem. Write your solution in your notebook. Use any method:
Practice 1.Mrs. Lim has 56 cups and 63 glasses. If she will put them in trays of cups and trays of
glasses with the same number, what is the biggest number of cups of glasses that a tray will
contain?
2. Anne has 8 guavas and Lourdes has 14 guavas. If they will give some guavas to their
group mates, what is the greatest number of guavas that each of their group mates get if
each of them gives the same number of guavas?
IV.EVALUATION Read and solve each problem. Write your answers on your answer sheet.
1. Samantha has two pieces of cloth. One piece is 72 inches wide and the other piece
is 90 inches wide. She wants to cut both pieces into strips of equal width that are as
wide as possible. How wide should she cut the strips?
2. Lyka baked 48 cookies and 64 cupcakes. If she will pack these in boxes with the
same number, what is the biggest number of cookies and cupcakes that can be
packed in a box?
V. ASSIGNMENT Read each problem carefully and solve for the answer.
What is the largest number of pechay and cabbage plants that can be planted in
rows of equal number if ther are 60 pechay and 80 cabbage plants?
I.OBJECTIVE Solve real life problems involving LCM of two given numbers
II.CONTENT (Subject Matter) Solving real life problems involving LCM of two given numbers
A.References
1.Teacher’s Guide pages
TG in MATH 4 p. 125-129
2.Review
Recall the steps in solving word problem involving GCF of two given numbers
3. Motivation
Ask: What benefits can you get from eating eggs?
B.Introduction Say: In our previous lesson, you have learned how to solve problem involving GCF.
This time we will focus on solving problem involving LCM or least common
multiples. Are you ready?
Egg are sold in trays of 4 and 6. What is the smallest number of eggs that
can be sold using the trays?
How will you solve for the answer to the problem?
Show the class the step by step procedure of solving the problem.
Say: The problem is all about finding the least common multiples or LCM. For you to easily
determine if the problem is all about Least Common Multiples of LCM, the question contains
the word “least” “smallest” “ or “minimum”. These words signify that the problem is asking
for the Least Common Multiples r or LCM.
Since the question is about “smallest number of eggs that a tray can hold” the problem is
looking for the Least Common Multiples or LCM
Plan:
How will you solve the problem: By finding the Least Common Multiples of LCM
Solve:
The teacher will model or show the class how to get the LCM of 4 and 6 using any of the
methods that the children have learned .
A.Listing Method
List down the multiples of 4 and 6
4=4, 8, 12, 16, 20, 24, 28….
6= 6, 12, 18, 24, 30….
B. Prime Factorization
4= 2 x 2 x 3
6= 2 x 3
Least Common Multiples or LCM: 2 x 2 x 3= 12
C. Continuous Division
D.Guided Practice Read the problem below and answer the questions that follow.
A factory is to pack pencils in boxes of 8 and 10 pieces. What is the smallest number of
pencils that can be packed using the boxes?
What is asked in the problem?
What facts are given?
How will you solve the problem?
What is the answer to the problem?
E.Independent Practice Read and solve the problem. Write your solution in your notebook. Use any method:
1.What is the smallest number of avocados that can be placed in baskets with 50 and 75
pieces?
2.Mang Andoy is going to put eggs in trays of 6 eggs and 12 eggs. What is the smallest
number of eggs that Mang Andoy can put using trays?
IV.EVALUATION Read and solve each problem. Write your answers on your answer sheet.
1.What is the smallest number of mangoes that can be divided equally among 9 and 8?
2.Two bikers are riding a circular path. The first rider completes a round in 12 minutes. The
second rider completes a round in 18 minutes. If they both started at the same place and
time and go in the same direction, after how many minutes will they meet again at the starting
point?
V. ASSIGNMENT Read each problem carefully and solve for the answer.
2.A shopkeeper sells candles in packets of 12 and candle stands in packet of 8. What is the
least number of candles and candle stands Nita should buy so that there will be one candle
for each candle stand.
DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 23, 2022 Quarter Fourth
2.Review:
Have a short review on the concept of fractions and the parts that composed a fraction. Give
a sample fractions.
What is a fraction? A fraction represent part of a whole. It has a numerator and denominator.
A numerator tells the number of parts which is taken or shaded. The denominator tells the
number of equal parts the whole is divided.
3. Motivation:
Ask: How many of you go to the market with your parents? What do you buy from
the market? Why do you have to go to the market with your parents?
B.Introduction Say: Today, we will be discussing about identifying the different kinds of fractions as to
proper, improper and mixed number. But before that let us have first a problem about Albert
who also accompanied his parents in going to the market.
Using regions, lead the class and model to them the illustrations of different fractions used
in the problem. Then let hem identify the fractions shown by the regions.
¼ kg ¼ kg
¼ kg ¼ kg
3/ 4 kg
Less than one whole
¼ kg ¼ kg ¼ kg ¼ kg
¼ kg ¼ kg ¼ kg ¼ kg
5/4kg
More than one whole
¼ kg ¼ kg
1 kg
¼ kg ¼ kg
1 3/ 4 kg
Combination of a whole and part of a whole
How about 4/4, 5/5 , 9/9? How do we identify these fractions. They are still called Improper
Fractions. A fraction whose numerator is equal or the same with the denominator is also
called improper fraction.
Improper fraction is a fraction whose numerator is greater than or equal to the denominator .
Fractions such as 9/5, 8/3, 12/8, 5/5, 10/10 are called improper fractions. Can you give more
examples of improper fractions?
Note: The teacher may add more fractions to give chance for other learners to answer.
E.Independent Practice Write P if the fraction is proper fraction, I if it is improper fraction and M if it is mixed number.
1.) 3/5
2.) 4/4
3.) 4 7/12
4.) 9/15
5.) 12/5
F.Generalization Let the pupils summarize the lesson by answer the following questions.
How do you called if the fraction whose numerator is less than the denominator?
How about if the numerator is equal or greater than the denominator?
What is mixed number?
G.Application Using flashcard with fractions ( proper fraction, improper fraction, and mixed
number),:choose three pupil leaders to hold the signs: Proper Fraction, improper fraction, and
mixed number. Let pupils group themselves into three and by groups, let them form their
lines at the center.
The teacher flashes the cards. The first group will go to the pupil leader to give the answer
for the card. Once finished answering, they will go back to their own seats.
IV.EVALUATION Write the given fractions correctly in the appropriate column in the table
V. ASSIGNMENT Write PF if the given is a proper fraction, IF if it is an improper fraction, and MN if it is mixed
number.
_____1. 6 8/10 ___ 2. 9/8 ___3. 27/15 ___4. 4/5 ___5. 9 5/8
DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 24, 2022 Quarter Fourth
2. Review:
Have a short review on the different kinds of fractions. Ask the learners the difference
between the three and let them give examples.
3. Motivation:
How often do you have visitors during weekends? What do you do if you have visitors? How
can you entertain the visitors?
B.Introduction Say: We will be dealing with two problems about changing improper fraction to mixed
numbers and vice-versa which would be the focus of our discussion today. Are you all ready?
Show to the class the step by step procedure of solving the problem. Tell them that the
first problem is changing Improper fraction 23/8 to mixed number:
Problem 1
Solution 1: By drawing regions
Solution 2: By Division
23/ 8 = 23 / 8 = 2 remainder 7
Express the remainder as a fraction 23/8 = 2 7/8
Note: Give also emphasis that sometimes an improper fraction could be changed also to
a whole number. Example: 24/6 is 4 when we divide 24 by 6. The answer is exact and
has no remainder.
Problem2
Aling Nena bought 2 ¾ kilograms of beef. How many fourths of a kilogram of beef
does she have?
Ask:
How many kilograms of beef did Aling Nena buy?
What does the problem ask for?
How will you solve the problem?
Show to the class the step by step procedure of solving the problem. Tell them that the
second t problem is changing 2 ¾ to make it an improper fraction.
Problem 2
Solution 1: by drawing regions
4/4
4/4 11/4
3/4
3/4
Solution 2: By multiplying the denominator by the whole number and adding the numerator to
the product
+
2 3 = (4 x 2) + 3 = 8 +3 = 11
4 4 4 4
Note: These are samples only. The teacher may give more items to answer by the learners.
Change the following to improper fraction.
1. 3 6/7
2. 9 3/12
3. 1 7/8
Note: These are samples only. The teacher may give more items to answer by the learners.
E.Independent Practice Change the following to mixed numbers or improper fractions.
1. 4 ¾
2. 7 5/6
3. 27/5
4. 35 / 8
5. 15/7
F.Generalization Let the learners generalize the lesson by asking the following questions.
How will you change an improper fraction as a mixed number or whole number?
How will you change a mixed number as an improper fraction?
G.Application Fill in the boxes with the correct numerator or denominator to make each item true.
7. 5 ¾ = 23/ ___ 8. 7 2/5 = ___/ 5 9. 9 1/5 = 46 / ___ 10. 23/2 = ___ 1/2
3. Motivation:
Who among you are helping doing household chores? What household chores are you
doing? Why do you have to help? If you do home chores, what benefits can you get from
them?
B.Introduction Say: Today, our focus is changing fractions to lowest terms. But before that let us
first read and analyze the word problem which is also about helping at home. Let us
find out how the character in the problem helped at home.
Model or show the class how to answer the given problem. Tell them that the problem asked
to find what part of the day is 2 hours. So, it is needed to write it in fraction form which 2/24.
And 2/24 need to be simplified or change to its lowest terms.
GCF: 2
2/24 = 1x2 =1
1x2x2x2x3 12
Tell them that to reduce the fractions to lowest terms , it must be divided by it greatest
common factor or GCF or the greatest number that could divided both the numerator and
denominator.
Give also emphasis that a fraction is in its lowest terms if there is no common factor that
could divided the numerator and denominator except 1.
Note: The teacher may add more examples to further understand the lesson.
D.Guided Practice Fill in the blank with the correct numerator or denominator to make the fraction in its lowest
terms.
1. 6/8 = ___ / 4
2. 2/4 = ___/2
3. 10/18 = 5 / ___
4. 6/9 = 2 / ___
6. 27/30 = 9/ ___
E.Independent Practice Put a check (/) before each item if the given fraction is in this its lowest term and cross (x) if it
is not.
_____1. 3/7 ___ 2. 2/28 ____3. 8/14 _____4. 3/5 ____5. 4/25
____6. 9/15 ____7. 3/24 ___ 8. 5/9 ___9. 2/17 ___10. 8/12
To reduce a fraction to its lowest term, divide the numerator and the denominator by
their GCF ( Greatest Common Factor).