Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning. – D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) – 4 A’s Procedure

MISAMIS ORIENTAL GENERAL

School Grade Level GRADE 7
COMPREHENSIVE HIGH SCHOOL
Pre-
Learning
Service CRISTELL ANGELOU J. BALINGCASAG MATHEMATICS
Area
Teacher
Time &
Date JUNE 6, 2023 (9:00-10:30 AM) Quarter 1ST QUARTER

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
Standards and subtraction of fractions in mathematical problems and real-life situations.
C. Most Essential Learning Finding GCF and LCM
Competencies
(MELCS)
D. Learning Code M5NS-I
I. Objectives At the end of the discussion the learners are expected to:
1. finds the common factors and the greatest common factor (GCF) of two
numbers using the following methods: listing, prime factorization, and
continuous division.
2. solves real-life problems involving GCF and LCM of 2 given numbers.

II. Content GCF and LCM

III. Learning
Resources
A. References
1. Teachers’ Guide
pages
2. Learner’s Material
pages Math Module 6 pp 1-19
3. Module pages
4. Additional
Materials from
Learning • Power point Presentation
Resource(LR)
Portal
B. Other Learning
Resources/Materials

IV. PROCEDURES
Introductory Activity(3 A. Preliminaries Activities/ Daily Routine
minutes). This part • Opening Prayer (The teacher will call a student to lead the prayer)
introduces the lesson content. • Greetings (The teacher will ask about their day)
Although attimes optional, it • Attendance
is usually included to serve as • Overview (The teacher will provide an overview about the topic to be
a warm-up activity to give the discussed)
learner zest for the incoming
lesson and an idea about
what is to follow. One
principle in learning is that
learning occurs when it is
conducted in a pleasurable
and comfortable atmosphere.
Activity/ Strategy B. Lesson Proper
(45 minutes). This is an 1. Motivation
interactive strategy to elicit • Pretest (The teacher will give a short a pre-test to the class. This is for
learner’s prior learning the teacher to learn about the student’s prior knowledge about the topic:
experience. It serves as a GCF and LCM)
springboard for new
learning. It illustrates the PRETEST
principle that learning starts Directions: Read each statement and write only the letter of your chosen answer
where the learners are. on the answer sheet provided.
Carefully structured activities
such as individual or group 1. What is the greatest common factor of 4,8 and 12?
reflective exercises, group a. 2
discussion, self or group b. 4
assessment, dyadic or triadic c. 8
interactions, puzzles, d. 12
simulations or role-play, 2. What is the LCM of 8, 12 and 28?
cybernetics exercise, gallery a. 158
walk and the like maybe b. 160
created. Clear instructions c. 168
should be considered in this d. 178
part of the lesson. 3. Which of the following is the missing multiples in this set: (15, 30, 45,
_,_,_)?
a. 50,55, 60
b. 60, 75, 90
c. 58, 75, 90
d. 75, 90, 105
4. Which sets represent the common multiples of 120?
a. 30, 40, 60, 120
b. 30, 40, 50, 60
c. 120, 80, 60, 40
d. 120 240, 360, 480
5. 72 is the LCM of what number?
a. 5,9 and 36
b. 7,9 and 36
c. 6,9 and 36
d. 8,9 and 36
6. Which of these sets of numbers lists exactly the common factor of 12 and
24?
a. 1,2,3,4,6,12
b. 1,2,3,4,5,24
c. 1,3,4,5,7,12
d. 1,3,6,9,12,24
7. Jason was asked to find the GCf of 42 and 49. What number did he find?
a. 12
b. 7
c. 18
d. 14
8. There are 36 girls and 16 boys in the Math Club organized by Mr. Dela
Crus. He plans to divide the same gender equally. What is the biggest
number of members that each group would have?
a. 4
b. 12
c. 8
d. 178
9. What is the LCM of 3,9 and 12?
a. 34
b. 36
c. 37
d. 35
10. What are the 4 multiples of 4?
a. 2,4,8, 12
b. 4,8,16, 20
c. 4,8,12,16
d. 4,8,16,24
 2. Presentation of Topic
The teacher will show a power point presentation that contains the topic to be
discussed.

Topic: Finding GCF and LCM

Intended Learning Outcome:

At the end of the discussion the learners are expected to:
3. finds the common factors and the greatest common factor (GCF) of two
numbers using the following methods: listing, prime factorization, and
continuous division.
4. solves real-life problems involving GCF and LCM of 2 given numbers.

5. Discussion of the Topic:

• Finding GCF AND LCM

During the Discussion, the students are expected to participate in oral recitation
and interact with the teacher.

6. Developmental Activities

After a thorough discussion, the teacher will give a set of activities for the
students to do. These activities are useful in determining if the students really
understood the lessons. The following activities can be done individually, by
pair, or in groups.

What I Know
Directions: Identity whether the statement is True or False. Write T of it is True
and F if it is false. Kindly write your answers in your activity notebook.

1. The LCM of 3 x 3 x 2 and 2 x 3 x 2 is 2x2x2x3x3.

2. 180 is the LCM of 30 and 36
3. In finding GCF of two numbers, the common factors are to be listed
down.
4. To find GCF of the given numbers may be done by prime factorization
tree.
5. Factors is a whole number greater than 1 with only two factors 1 and
itself.

Practice Exercise
This activity shall be done by the students with complete and clean solutions. It
should be submitted on the set deadline by the teacher.

Try This!
Direction: Copy the table below in your activity notebook. Then using the
continuous division, fill in the correct information in each blank.
Analysis The teacher will ask a question to the class, and students will raise their hands,
(3 minutes) Essential questions and whoever is called will share their thoughts, knowledge, or learning.
are included to serve as a guide
for the teacher in clarifying key Guided question:
understandings about the topic at
hand. Critical points are 1. How was your experience during our lesson?
organized to structure the 2. What do you feel about our activities? Do you feel pressured or at ease? How
discussions allowing the learners do you overcome those emotions?
to maximize interactions and 3. What lesson or what part of our lesson do you feel comfortable or you feel is
sharing of ideas and opinions easy for you to understand?
about expected issues. Affective 4. What part of our lesson do you think you have a hard time to understand?
questions are included to elicit the 5. Do you think you learn something from our lesson? If yes, do you mind
feelings of the learners about the sharing it to our class?
activity or the topic. The last 6. Are you having fun learning numbers?
questions or point taken should 7. Since you have knowledge about our lesson, are you excited to learn more
lead the learners to understand about numbers for our next lesson?
the new concepts or skills that are
to be presented in the next part of
the lesson.
Abstraction The teacher will ask students at random using the wheel of names
(5 minutes) This outlines the key (https://wheelofnames.com/) . Whoever is selected will be the one to answer
concepts, important skills that the questions.
should be enhanced, and the
proper attitude that should be Guided Questions:
emphasized.
This is organized as a lecture 1. What is prime numbers?
that summarises the learning 2. What is the difference of LCM and GCF?
emphasized from the activity, 3. What is the first step in finding GCF using continuous division?
analysis, and new inputs in this 4. Can we apply GCF and LCM in real life problem? Why or why not?
part of the lesson.
Application After the thorough discussions the teacher will provide a task where the
(3 minutes) This part is students can apply their understanding on the discussed topics.
structured to ensure the
commitment of the learners to do Answer Me!
something to apply their new Direction: Read and analyze carefully the problem. Write your answer in a
learning in their own sheet of paper.
environment.
1. Jazmin is completing an art project. She has two pieces of construction
paper. The first piece is 44 centimeters wide and the second piece is 33
centimeters wide. Jazmin wants to cut the paper into strips that are
equal in width and are as wide as possible. How wide should Jazmin
cut each strip?

2. Peter’s Party Zone sells cups in packages of 6 and plates in packages of

8. Shaniya is hosting a birthday party for her little sister and wants to
have the same number of each item. What is the least number of
packages of plates Shaniya needs to buy?

Assessment Post Test

(10 minutes) For the teacher to:
Assess whether learning Part 1. Factor me Out!
objectives have been met for a General Instructions: Read and Analyze each given and statement. Show a neat
specified duration, and complete solution. Do this in 1 whole sheet of paper.
Remediate and/or enrich with Direction: Find the prime factorization of each number.
appropriate strategies as 1. 128
needed, and 2. 2200
Evaluate whether learning 3. 2250
intentions and success criteria 4. 148
have been met. 5. 320
(Reminder: Formative 6. 175
assessment maybe given before, 7. 340
during or after the lesson) 8. 999
Choose any from the list of 9. 1620
assessment methods. 10. 4200

Part 2. Match Me!

Direction: Match Column A to Column. Find the word which best describes the
statement in Column A.

Part 3.
Direction: On your sheet of paper, copy the illustrations. Write the Common
prime divisor at the left side of the numbers. Repeat the process until there is no
common divisor left.

V. REMARKS
Indicate special cases including
but not limited to continuation of
lesson plan to the following day
in case of re-teaching or lack of
time, transfer of lesson to the
following day, in cases of class
suspension, etc.
VI. REFLECTION
Reflect on your teaching and
assess yourself as a teacher.
Think about your student’s
progress. What works? What
else need to be done to help the
students learn? Identify what
help your instructional
supervisors can provide for you
so when you meet them, you can
ask them relevant questions,
indicate whichever is
appropriate

Prepared by: Checked by:

Cristell Angelou Balingcasag ALEX VINCENT R. REYES

Pre-Service Teacher Cooperating Teacher