School: LUPA ELEMENTARY SCHOOL Grade Level: Four
DAILY LESSON
Teacher: RAYMUND D. VENTUROSO Learning Area: MATH
LOG
Teaching January 9, 2024 Quarter: Quarter 2
Dates/Time: 2;20-3;10 pm
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of factors and multiples and addition
and subtraction of fractions.
B. Performance Standards The learner is able to apply the knowledge of factors and multiples, and
addition and subtraction of fractions in mathematical problems and real-life
situations.
C. Learning Competencies Differentiate prime from composite numbers
M4NS-IIb-66
Value: Acceptance and Belongingness
Integration: MAPEH
II. CONTENT Prime and Composite Numbers
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG p. 115-118
2. Learner’s Material pages LM P. 86-88
3. Textbook pages
4. Additional Materials from LRMDS
B. Other Learning Resources Flash Cards of basic facts, Chart, PowerPoint presentation
IV. PROCEDURES
A. Reviewing past lesson or presenting the Giving of Classroom rules:
new lesson What should we do during class discussion? What are rules to be followed?
Listen actively and attentively.
Understand that your words have effect on others.
Raise your hand if you want to recite.
Ask for clarification if you are confused.
Do not interrupt one another.
Drill:
Basic multiplication using flashcards.
Review:
Conduct a review on the commutative property of multiplication. Relate this
with the basic multiplication facts, for example:
9x8=9x8
B. Establishing a purpose of the new lesson Motivation:
( Motivation) Integration to MAPEH
Have a game “The Boat is Sinking”
After the game, ask the following questions:
-How did you find the game?
-What have you noticed when you have to group yourselves according to a
specific number in a group?
-Were there are instances that all groups had equal number of members?
-Were there instances when some of you were left out in any group? What
does this mean?
*Lead the pupils to see that a certain number of pupils may or may not be
distributed equally in groups.
Value infusion:
What important value did you realize after the game?
*Lead them to see that valuing acceptance and belongingness when dealing
with other individual is important.
C. Presenting examples/ instances of the Given the following numbers as a product, how will you know which one has
new lesson more than 2 factors and those with only 2 factors?
24 12 36 48 16 56 18 6
D. Discussing new concepts and practicing Working in pairs.
new skills no. 1
Using the table below, write the numbers given above in the appropriate
column.
Numbers with more than 2 factors Numbers with only two factors
1. Discuss their answer on the given activity.
2. Introduce the term prime numbers for numbers greater than 1 which
can be exactly divided by itself and 1. Composite numbers for those
numbers with more than 2 factors.
E. Discussing new concepts and practicing A. Working in Dyads.
new skills no. 2 Display a 100-chart. Let them do the following:
1. Cross off 1,
2. Cross all multiples of 2 except 2,
3. Cross all multiples of 3 except 3,
4. Cross all multiples of 5 except 5,
5. Find the number that is not yet crossed off.
6. Cross all of its multiples except the number itself.
7. Repeat the last step until there are no numbers to be crossed off.
8. Write your observation about the numbers that were crossed off.
9. Write your observation about the numbers that were not crossed
off.
B. Process the activity.
Discuss their observation.
F. Developing Mastery (Leads to Formative Write P on the blank if the number is prime and C if composite.
Assessment) _____1. 63
_____2. 49
_____3. 37
_____4. 69
_____5. 87
G. Finding Practical Application of Remind the rules in Group Activities.
concepts and skills in daily living. G – Give thoughtful feedback
R – Respect others and their thoughts.
O – On task all the time
U – Use soft voices
P – Participate actively
S – Stay with your group.
Divide the class into 4 groups. Give each group an activity sheet. Let them
answer the division exercises in the activity sheet. Tell the pupils to clap their
hands.
A. Group Activities
Group A: List down the factors of the given numbers:
1. 54
2. 38
3. 42
4. 51
5. 70
6. 85
7. 90
8. 57
9. 29
10. 99
Group B: Circle the prime numbers and box the composite numbers.
Group C: Do what each item tells you to do.
1. Write all prime numbers from 5 to 37.
2. Write all prime numbers between 30 and 70.
3. Write all composite numbers between 10 to 50.
4. Write all composite numbers between 50 and 100.
5. Write the smallest prime number.
Group D: Answer the following questions.
1. What is the largest 2-digit prime number?
2. What is the smallest prime number?
3. What is the largest 2-digit composite number?
4. What is the smallest prime number immediately after 50?
5. What is the sum of all prime numbers between 10 and 30?
B. Processing the activities.
Let each group present and discuss their output.
H. Making Generalization and abstraction
about the lesson What is a prime number?
What is a composite number?
How do you determine whether a number is a prime or composite number?
I. Evaluating learning *Show through PowerPoint presentation
Copy and complete the table in your notebook.
J. Additional activities for application and List down the factors of each number. Then, write if it is a prime or
remediation. composite number.
1. 26
2. 49
3. 70
4. 52
5. 49
Prepared by:
RAYMUND D. VENTUROSO
Teacher III
Observed by:
ALICIA M. ANGALA
Principal I
