School MANUEL L.

QUEZON ELEMENTARY Grade 4

Level
Name of Teacher GENELYN T. MALLEN Learning MATH
Area
Teaching Dates, January 2, 2025 (Thursday) Quarter 3-W1
Section Time 6:00 – 6:40 Kilyawan 9:10 – 9:50 Loro
6:40 – 7:20 Pugo 9:50 – 10:40 Kalapati

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learner should have knowledge and understanding of …
1. equivalent fractions
2. factors and multiples up to 100
B. Performance By the end of the quarter, the learners are able to ...
Standards • Find factors and multiples of numbers up to 100
C. Learning 1. Identify multiples of given numbers up to 100.
Competencies
D. Learning Comparing dissimilar fractions using the symbols =, >, and <.
Objectives
II. CONTENT
Subject Matter Identifying Multiples of Given Numbers Up to 100
Area for Integration
Key Concept for Concept of Equality and Fairness
Integration
III. LEARNING
RESOURCES
A. References Hoo L.C, Sachidanandan R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish Education
Sta. Ana College (n.d.). GCF and LCM Word Problems. Retrieved January 2, 2024, from
[Link] Study Guide 3 - GCF and [Link]
B. Other Learning fraction strips, chart, activity sheets
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Review on fractions Drill:
(similar fractions Have an oral drill on
and dissimilar a. basic multiplication table nos. 2 and 3
fractions) b. skip counting by 2’s and 3’s
Review:
How do we compare dissimilar fractions? What are the symbols used to compare fractions?
Direction: Using LCD or Cross Multiplication, compare the following:
3/5 and 1/6
2/4 and 1/3
Lesson Have you heard the word, “multiples”?
Purpose/Intention • What comes into your mind when you hear the word multiples?
factors

Multiples Counting Numbers

Product

Multiply

Unlocking Content Area Vocabulary

• Multiple is a number that we get when a number is multiplied by a natural or counting number.
• Common Multiple are numbers that are common to all the given numbers.
• Factors are the numbers to be multiplied.
Lesson Language IDENTIFYING THE MULTIPLES OF GIVEN NUMBERS UP TO 100
Practice 1. Explicitation
Using the multiplication table chart write on the board the following:
1st 10 multiples of 2.
2 4 6 8 10 12 14 16 18 20

1st 10 multiples of 3
3 6 9 12 15 18 21 24 27 30

To process, 2 x 1 = 2; 2 x 2 = 4; 2 x 3 = 6; 2 x 4 = 8, …, 2 x 10 = 20, therefore, 2, 4, 6, 8, ..,20 are multiples of

2.
• 2, 4, 6, 8, …, 20 are the products or results when 2 is multiplied by numbers or factors 1, 2, 3, 4, …,10.
• We can also notice that 2 is a multiple of itself.
• Also, we can get the multiples of a number through skip counting.
Give the multiples of different numbers found in the multiplication table.
 Common Multiples
We can find some of the common multiples of 2 and 3 by listing them:
Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30
Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
The common multiples of 2 and 3, up to 30 are 6, 12, 18, 24, 30

Based on the examples, how do we get the common multiples of given numbers?
• List the multiples of a given number by multiplying the number by another number or skip count.
• Identify the common multiple from the list.
Reading the Key Let us get the common multiples of the following numbers up to 100 only.
Idea/Stem a. What are the common multiples of 3 and 9?
• Multiples of 3 – 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60, 63, 66, 69, 72, 75,
78, 81, 84, 87, 90, 93, 96, 99
• Multiples of 9 – 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99
The common multiples of 3 and 9 are 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99.
b. What are the common multiples of 6, 5, 10?
• Multiples of 6 – 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78, 84, 90, 96
• Multiples of 5 – 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100
• Multiples of 10 – 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
The common multiples of 6, 5, and 10 are 30, 60, and 90.
c. What are the common multiples of 10, 20, 25?
• Multiples of 10 – 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
• Multiples of 20 – 20, 40, 50, 60, 80, 100
• Multiples of 25 – 25, 50, 75, 100
The common multiples of 10, 20, 25 is 100.
d. What are the common multiples of 4, 9, and 12?
• Multiples of 4 – 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52,
• Multiples of 4 – 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60, 64, 68, 72, 76, 80, 84, 88, 92, 96, 100
• Multiples of 9 – 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99
The common multiples of 4, 9, and 12 are 36 and 72
Developing To apply our lesson on multiples, let us analyze and solve this sample word problem.
Understanding of the “Kelvin installed Christmas lights in front of his house for decoration during the holiday season. These
Key Idea/Stem Christmas lights consist of two colors: white and blue. The white lights flash every 3 minutes, while the blue
lights flash every 4 minutes. Every after how many minutes do they flash together? At 7:30 PM, all white
and blue lights flash together. What time will this happen again?”
To answer this, we will get the least common multiples of 3 and 4.
The while lights flash every 3 minutes while blue lights flash every 4 minutes.
• Multiples of 3 are 3, 6, 9, 12
• Multiples of 4 are 4, 8, 12
Therefore, the lights will flash together after every 12 minutes and they will flash again at 7:42 PM.
Deepening List the multiples of each of the given numbers up to 100. Then identify the common multiples of each set.
Understanding of the 1. Given number Multiples Common Multiples
Key Idea/Stem 5
7
Making How do we identify the common multiples of the set of numbers?
Generalizations and
Abstractions
Evaluating Learning Direction: identify and encircle the common multiples of the given numbers.
1. 2: ______________________________________________________
3: ______________________________________________________
2. 5: ______________________________________________________
10: _____________________________________________________
Additional Activities

Reflection Kilyawan Pugo Loro Kalapati

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?. of
learners who have
caught up with the
lesson

D. No. of learners
who continue to require
remediation
Activities:

Fraction Match-Up

Provide students with fraction cards (e.g., 1/2, 2/4, 3/6, etc.).

Ask them to match pairs of equivalent fractions.

Make it competitive by timing the activity or turning it into a game where students "collect" the most pairs.

Fraction Wall Building

Provide students with pre-made fraction wall templates or let them create their own using colored paper strips.

Have them shade parts of the fraction wall (e.g., shade 1/2 and compare it with 2/4).

Discuss patterns and relationships.

"I Have, Who Has?" Game

Prepare a set of cards with prompts like "I have 1/2. Who has an equivalent fraction?"

The next card might read, "I have 2/4. Who has an equivalent to 3/6?"

Continue the sequence until all cards are used.