Republic of the Philippines Document Code:

Department of Education SDO-QF-CID -00XX

Region III
Revision:
Division of Pampanga 00
Mexico West District
PANDACAQUI RESETTLEMENT ELEMENTARY SCHOOL Effectivity Date:
Mexico, Pampanga 05/08/2018
Name of Office:
SEMI-DETAILED LESSON LOG IN MATHEMATICS IV
PRES

September 3, 2019

I. OBJECTIVES
A. Content Standards  The learner demonstrates understanding of factors and multiples and addition and
subtraction of fractions.
 The learner is able to apply knowledge of factors and multiples, and addition and subtraction
B. Performance Standards
of fractions in mathematical problems and real life situations.
C. Learning Competencies/  The learner finds the common factors and the greatest common factor (GCF) of two numbers
Objectives using the following methods: listing, prime factorization, and continuous division.
SSP_M4NSIIc-1
(7. Plans, manages and implements developmentally sequenced teaching & learning
processes to meet curriculum requirements & varied teaching contexts)
II. CONTENT / TOPIC
Lesson 28: Finding the Greatest Common Factor
III. LEARNING RESOURCES
A. References
Mathematics 4 TG, pages 118-122
1. Teacher’s Guide pages
https://www.slideshare.net/lhoralight/mathematics-50228715
2. Learner’s Materials pages Mathematics 4 LM, pages 89-92
3. Textbook pages Mathematics for Everyone Grade 5. 2000, pages 76-77
4. Additional materials from BEAM Module:
LRMDS portal Math 5 DLP 9 - Finding the Greatest Common Factor of Two or More Numbers.doc
B. Other Materials Video clip, chart, PowerPoint presentation, activity sheets, flash card
Web-based Application: https://jeopardylabs.com/play/finding-the-gcf
YouTube Video: https://www.youtube.com/watch?v=hybEdhpLnYM
(8. Selects, developments, organizes, & uses appropriate teaching and learning resources,
including ICT, to address learning goals.)
IV. PROCEDURES
A. Reviewing previous lesson or Let’s Sing!
presenting the new lesson IM to be used: video clip
(Drill)
Instruction:
1. The children will sing titled, Learning Math to the tune of “Magtanim ay Di Biro”
2. The teacher will show the video clip of the song for the lyrics.
https://www.youtube.com/watch?v=hybEdhpLnYM
3. The learners will listen first.
4. Then in chorus, all of them will sing the song twice.
(1. Applies knowledge of content within and across curriculum teaching areas.
MUSIC INTEGRATION)

Ask:
What is the message of the song?
Let the pupils share their idea in class.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. ALLOWING LEARNER’S TO EXPRESS THEIR IDEA)

Multiplication Star
IM to be used: multiplication star chart

Mechanics:
1.Multiplication Star Chart will be posted on the board.
2.The number at the center is the multiplier.
3.The learners will get the product one at a time.
4.Each learners gets 5 seconds to answer.
5.The number at the center is to be replaced by the other multiplier until everybody finishes
answering.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. GIVING EQUAL OPPORTUNITIES)
 Give yourselves, “Ang Galing-galing Ninyo Clap”.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. PRAISING LEARNERS)
B. Establishing a purpose for the The Boat is Sinking!
Lesson
Mechanics:
1. The class will play a game.
2. The teacher will give a number and the pupils’ needs to group themselves based on the
given number.
3. Groups who were not able to group themselves will be out.
4. Pupils are reminded to maintain proper discipline as they play the game.
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. PLAY BASED INSTRUCTION)

(4. Manage classroom structure to engage learners, individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY)

(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. PROVIDING MOTIVATION)

At the end of the game ASK:

How did you find the game?
What have you noticed when you had to group yourselves according to a specific number in a
group?
Were there instances that all groups had the same number members?
What does this mean?
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. EXPERIENTIAL LEARNING & INQUIRY BASED)

Ask:
What important value did you realize after the game?
The teacher will lead the pupils in valuing acceptance and belongingness when dealing with
others is important.
(1. Applies knowledge of content within and across curriculum teaching areas.
VALUES INTEGRATION)

C. Presenting examples/ Story Time!

instances of the new lesson IM to be used: PowerPoint presentation

Ask a learner to read the problem on the monitor.

Ask another learner to reread the problem.

Ms. Carvajal plans to organize

the Math club of 16 boys and 20 girls.
What is the biggest number of
members each group can have which
would have an equal number of boys
and girls?

Ask:
What is are given in the problem?
What is ask?
How do we solve the problem?
Lead the learners that in order to solve the problem they must find the greatest common factor of the two
factors.
(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. LITERACY in analyzing and understanding the problem)
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. PROBLEM BASED INSTRUCTION)

Praise the learners who were able to give the correct answers.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. PRAISING LEARNERS)
D. Discussing new concepts and Let’s Learn Some More
practicing new skills #1 IM to be used: PowerPoint presentation

Discuss the three methods of finding the greatest common factor of two numbers.
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. DISCUSSION METHOD)
 Ask:
What is the biggest number of members each group can have which would have an equal
number of boys and girls?

Ask if they have further questions about the methods.

(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. ENCOURAGE LEARNERS TO ASK QUESTIONS)
E. Discussing new concepts and Think-Pair-Share!
practicing new skills #2 IM to be used: Activity sheets

1. Encourage the pupils to work in pairs.

2. Have each pair of pupils find the greatest common factor of the numbers in the activity
sheet.
3. Each item in the activity sheet shall be answered using different methods.
Item 1: Listing Method
Item 2: Prime Factorization Method
Item 3: Continuous Division Method
4. Ask a learner to present their solution on the board to their classmates.
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. COOPERATIVE LEARNING)
(4. Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. PAIRED ACTIVITY and DISCOVERY)

(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. NUMERACY, exercising basic math facts)
F. Developing mastery (leads to Learner’s At Work!
formative assessment ) IM to be used: Learner Material Book

Instruction:
1. Ask learners to get their Learner Material.
2. Open it on page 90.
3. Answer on your Mathematics notebook Get Moving and Keep Moving.
4. Show the solution as indicated by the direction.
5. Maintain proper discipline in answering the activity.
6. Give them 10 minutes to answer the activity.
(4. Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. INDIVIDUAL ACTIVITY)
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. SETTING GUIDELINES)
(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. NUMERACY in finding the GCF and LITERACY in understanding the direction)
 Volunteers will present their work on the board as the other learners exchange notebooks.
The teacher will check if their answers are correct together with the other learners.

G. Finding practical applications Jeopardy!

of concepts and skills in daily IM to be used: Web-based Application (https://jeopardylabs.com/play/finding-the-gcf)
living flash card

Instructions:
1. The learners will work as a group.
2. Each group shall receive 3 story problems written on flash cards.
3. There are f15 questions hidden on the Jeopardy board. This questions are answerable by
understanding and analyzing the word problems.
4. The group with the highest point, applying the scoring system of Jeopardy wins the activity.
5. Remind the learners to maintain proper discipline as they do their activity.

Problem 1: FISHING
Chaz and Nathan went fishing. Chaz caught 21 fishes and Nathan caught 28 fishes. What is the
greatest number of fish each could catch per hour, if they caught the same number of fish per
hour?

Problem 2: SCRABBLE
Mrs. Gomez has 2 pieces of wood for her scrabble board. One has a width of 18 cm and the
other one has 20 cm. If both sizes of wood are to be cut into scrabble tiles of the same width
without wasting any wood, what is the greatest width into which the woods can be cut?

Problem 3: SUMAN
Apung Iska has 100 pieces of suman to sell. She wants to sell them in pairs of four, five, and
tens.

(6. Uses differentiated, developmentally appropriate learning experiences to address learners'

gender, needs, strengths, interests & experiences.)
(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. NUMERACY and LITERACY)
(4. Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY)
(1. Applies knowledge of content within and across curriculum teaching areas.
ICT INTEGRATION)

H. Making generalization and Guide the pupils to give the following generalizations by asking:
abstraction about the lesson What are the methods that can be used in finding the GCF?
How do you apply listing method? prime factorization method? continuous division method?
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. INQUIRY BASED INSTRUCTION)

Let the learners share their answer.

(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. ALLOWING LEARNER’S TO EXPRESS THEIR IDEA)

I. Evaluating learning
 (9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements. FORMATIVE TEST)
J. Additional activities for
application / remediation

(9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements. REINFORCEMENT ACTIVITY)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 27: Number of learners who earned 80% and above.
80% in the evaluation
B. No. of learners who require 03: Number of learners who requires additional activities for remediation.
additional activities for
remediation
C. Did the remedial lessons 03: Number of learners who caught up the lesson.
work?
D. No. of learners who continue 00: Number of learners who continue to require remediation.
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why  Group collaboration Think-Pair-Share (TPS)
did this work?  Games  Rereading of paragraphs/Poems/Stories
 Solving Puzzle/ Jigsaw  Differentiated Instruction
 Answering preliminary activities/exercises  Role Playing/Drama
 Carousel  Discovery Method
 Diads  Lecture Method
Why?
 Complete IMs  Pupil’s eagerness to learn
 Availability of Materials  Group member’s cooperation in doing their task
F. What difficulties did my  Bullying among pupils  Science/Computer
Principal or supervisor can  Pupil’s behavior/attitude  Internet Lab
help me solve?  Unavailable Technology Equipment (AVR/LCD)  Additional Clerical Works
G. What innovation or localized Planned Innovations:
materials did I use/discover  Localized Videos  Recycling of plastics to be used as instructional
which I wish to share with  Making big books from views of the locality Materials
 Local Poetical composition
other teachers?

Prepared by: Reviewed and Observed by:

MARIS GRACE A. CARVAJAL MARISSA M. MENESES

Teacher I Master Teacher I
Master Teacher In-charge of Instructional Supervision