4

Quarter 3
Lesson 1 1
Lesson Exemplar Lesson

for Mathematics 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 3: Lesson 2 (Week 2)
SY 2024-2025

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MATHEMATICS / QUARTER 3 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of …

Standards 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 the multiples of given numbers up to 100.

Competencies 2. Use multiples in finding equivalent fractions.
and Objectives 3. Find all the factors of a given number up to 100.

D. Content Identifying multiples of given numbers up to 100

Using multiples of a given number up to 100 in determining equivalent fractions
Factoring a given number up to 100

E. Integration Concept of Equality and Fairness

II. LEARNING RESOURCES

Hoo L.C, Sachidanandan R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish Education.
Sta. Ana College (n.d.). GCF and LCM Word Problems.
https://sac.edu/StudentServices/EOPS/Documents/Math%20Study%20Guide%203%20-%20GCF%20and%20LCM.pdf
Song J, Chen T.H, Shing L. H. (2016). Discover Math 4 (1st ed.). Marshall Cavendish Education.
Wee, J.S., Bibi, B.M., Caraecle, J.J., Reyes, D.E., Atilano, C.A., Anega, S. A. (2020). New Century Mathematics 3 Series. The Anvil Education
Publishing.
Toy Theater. (n.d.). Teacher Tools. Retrieved December 30, 2023, from https://toytheater.com/category/teacher-tools/

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher gives a multiplication

Knowledge 1. Short Review sentence to a pupil, who then
Drill. The teacher will give drills on Continuous Multiplication and Division of provides an answer. Depending on
Whole Numbers. the pupil's response, the teacher
What is 4 x 5? 20 provides a division sentence,
What is 20÷2? 10 continuing this alternating
What is 10 x 7? 70 pattern.
What is 70÷5?14
What is 14 x 3? 42 and so on…. Options for teachers:
● Availability of Laptop and
Using Colored Multiplication Table TV/DLP
Give the missing numbers to complete the multiplication table. The teacher may flash the
multiplication table if there is
an available laptop and
1 2 3 4 5 6 7 8 9 10
TV/DLP. Volunteers will be
called to give the missing
1 1 2 3 4 5 6 7 8 9 10
number.
● Use of Manila
2 4 6 8 10 12 14 16 18 20
paper/Carolina/Cardboard
Teacher may draw the
3 6 9 12 15 18 21 24 27 30
multiplication table to be
4 4 12 16 20 24 28 32 36 40 posted on the board.

5 5 15 25 30 35 40 45 50 The teacher must ensure that all

pupils including those seated at
6 6 12 24 36 42 48 54 60 the back can see the numbers in
the multiplication table.
7 14 21 35 49 56 63 70
Emphasize that aside from its
8 8 24 56 64 72 80 primary use for multiplication, the
multiplication table can also be a
9 9 18 45 63 72 81 90 valuable tool for learning division.
For instance, consider the
10 10 20 40 60 80 100 example 56 ÷ 7 = 8.

2
 The teacher will ask the following: Note:
1. Closely look at the number in the green boxes (italic) and the blue boxes You may use the same
(bold). What have you noticed? multiplication table during the
- Same numbers discussion on multiples.
2. What have you noticed with the numbers in the orange box (with bigger
font size)? Mastering multiplication and
- They are products of numbers multiplied by themselves. division is essential as this skill
3. What other patterns do you see? serves the foundation for various
math applications. Thus, the
multiplication table teaches us
2. Feedback (Optional) multiplication and is equally
valuable for learning division.

B. Establishing 1. Lesson Purpose The teacher may use concept

Lesson Purpose Our previous sessions explored equivalent fractions through visual models mapping to organize the words
such as fraction strips/bars, fraction circles/disks, and number lines. Aside elicited from the pupils.
from these models, there are other methods for generating equivalent fractions
and ascertaining their equivalence. From the answers of pupils,
However, before this, we must discuss unlock the word “multiple” and
another important lesson that is a “factors”.
prerequisite to understanding equivalent
fractions without relying on visual models.
● Have you heard the word,
“multiples”?
● What is the first word that comes to
your mind when you hear
“multiples”?

Do the same technique in unlocking the

word, “factors.”

2. Unlocking Content Area Vocabulary

• A multiple is a number that we get when a number is multiplied by a
natural or counting number.
• A factor of a number is a divisor of the given number that divides it
completely, without leaving any remainder.

3
C. Developing and SUB-TOPIC 1: IDENTIFYING THE MULTIPLES OF GIVEN NUMBERS UP TO The teacher will use the same
Deepening 100 multiplication table used during
Understanding 1. Explicitation the short review.
Encircle the 1 10 multiples of 2 in the multiplication table.
st

Ask the pupils to encircle the

multiples of a given number,
Encircle the 1st 10 multiples of 3 in the multiplication table. either vertically or horizontally.
Do this technique in processing
other examples.
3x1=3
To process, 2 x 1 = 2; 2 x 2 = 4; 2 x 3 = 6; 2 x 4 = 8, …, 2 x 10 = 20, therefore, 3 x 2 = 6
2, 4, 6, 8, …, 20 are multiples of 2. 3x3=9
● 2, 4, 6, 8, …, 20 are the products or results when 2 is multiplied by 3 x 4 = 12 and so on….
numbers or factors 1, 2, 3, 4, …,10. 3, 6, 9, 12, …,30 are multiples of
● We can also notice that 2 is a multiple of itself. 3.
● Also, you can generate the multiples of a number through skip counting.
The teacher will ask the pupils to
Common Multiples give the multiples of different
We can find some of the common multiples of 2 and 3 by listing them. numbers found in the multiplication
Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30 table.
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. You may ask the pupils to give the
Based on the examples, how do we get the common multiples of given multiples of a given number up to
numbers? 100 verbally or to be written on
● List the multiples of a given number by multiplying the number by board.
another number or skip count.
● Identify the common multiple from the list. Emphasize that common
multiples extend infinitely, but
2. Worked Example our focus is specifically on
Let us get the common multiples of the following numbers up to 100 only. multiples up to 100 for this
a. What are the common multiples of 3 and 9? lesson.
● 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, Elicit the answers from the pupils.
96, 99
● Multiples of 9 – 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99 Explain that since 9 is a multiple
The common multiples of 3 and 9 are 9, 18, 27, 36, 45, 54, 63, 72, 81, of 3, all multiples of 9 are also
90, 99. multiples of 3.

4
 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, 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
● Multiples of 12 – 12, 24, 36, 48, 60, 72, 84, 96
The common multiples of 4, 9, and 12 are 36 and 72.

To apply our lesson on multiples, let us analyze and solve this sample word
problem:
Kelvin installed Christmas lights in front of his house for decoration during
the holiday season. These 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?
The teacher may initially
To answer this, we will get the least common multiples of 3 and 4. introduce the least common
The white lights flash every 3 minutes while blue lights flash every 4 minutes. multiple in this part to give the
● Multiples of 3 are 3, 6, 9, 12 pupils idea.
● Multiples of 4 are 4, 8, 12
The least common multiple is the
Therefore, the lights will flash together after every 12 minutes and they will smallest common multiple of two
flash again at 7:42 PM. or more numbers.

5
DAY 2 Answer for Lesson Activity:
3. Lesson Activity I.
I. List the multiples of each of the given numbers up to 100. Then identify 1. Multiples of 5 and 7:
the common multiples of each set. • Multiples of 5: 5, 10, 15, 20,
No. Given Number Multiples Common Multiple/s 25, 30, 35, 40, 45, 50, 55, 60,
5 65, 70, 75, 80, 85, 90, 95, 100
7 • Multiples of 7: 7, 14, 21, 28,
15 35, 42, 49, 56, 63, 70, 77, 84,
91, 98
25
• Common Multiples: 35, 70
4
6 2. Multiples of 15 and 25:
8 • Multiples of 15: 15, 30, 45, 60,
6 75, 90
9 • Multiples of 25: 25, 50, 75,
18 100
24 • Common Multiples: 75
12
3.Multiples of 4, 6, and 8:
II. Analyze and solve the given word problem. Show the necessary solution. • Multiples of 4: 4, 8, 12, 16, 20,
24, 28, 32, 36, 40, 44, 48, 52,
What is the shortest height at which three stacks of boxes, 9 inches, 12 56, 60, 64, 68, 72, 76, 80, 84,
inches, and 18 inches, will be equal? 88, 92, 96, 100
• Multiples of 6: 6, 12, 18, 24,
30, 36, 42, 48, 54, 60, 66, 72,
DAY 3 78, 84, 90, 96
SUB-TOPIC 2: USING MULTIPLES OF A GIVEN NUMBER UP TO 100 IN • Multiples of 8: 8, 16, 24, 32,
DETERMINING EQUIVALENT FRACTIONS 40, 48, 56, 64, 72, 80, 88, 96
1. Explicitation • Common Multiples: 24, 48, 72
Since we already discussed the multiples of given numbers, let us use what we
have learned from this lesson to continue learning about equivalent fractions. 4.Multiples of 6 and 9:
It can be recalled that before the lesson on multiples, we discussed what ● Multiples of 6: 6, 12, 18, 24,
equivalent fractions are and how to determine if the given fractions are 30, 36, 42, 48, 54, 60, 66, 72,
equivalent using models. Let's have one more example on this. The teacher will 78, 84, 90, 96
show the following fraction cards and ask the pupils to illustrate them on the ● Multiples of 9: 9, 18, 27, 36,
board through fraction bars. 45, 54, 63, 72, 81, 90, 99

6
 1 ● Common Multiples: 18, 36,
2
2 54,72, 90
4
5.Multiples of 18, 24, and 12:
3
● Multiples of 18: 18, 36, 54,
6
4
72, 90 8
● Multiples of 24: 24, 48, 72, 96
5
● Multiples of 12: 12, 24, 36,
10
48, 60, 72, 84, 96
The models provide clear illustrations of equivalent fractions. Although with ● Common Multiples: 72
different numerators and denominators, the fractions have the same amount
or quantity of shaded parts. II.
● Multiples of 9: 9, 18, 27, 36,
Given the same examples, let us identify if fractions are equivalent without 45, 54, 63, 72, 81, 90, 99
using models but by applying our lesson on multiples. ● Multiples of 12: 12, 24, 36, 48,
1 2 2 1 3 3 1 4 4 1 5 5
𝑥 = 𝑥 = 𝑥 = 𝑥 = 60, 72, 84, 96
2 2 4 2 3 6 2 4 8 2 5 10
● Multiples of 18: 18, 36, 54, 72,
What have you noticed with the given set of fractions? 90
● When you multiply both numerator and denominator by the same ● Least Common Multiple: 36
number, you can generate fractions equivalent to the given fraction.
1 2 2 1 3 3 1 4 4 1 5 5
𝑥 = 𝑥 = 𝑥 = 𝑥 =
2 2 4 2 3 6 2 4 8 2 5 10
1 2 3 4 5
Therefore, = = = =
2 4 6 8 10
● When you multiply both numerator and denominator by the same
number, you are as if multiplying them by a fraction equal to 1.
2 3 4 5
=1 =1 =1 =1
2 3 4 5
● Remember that any number multiplied by one is the number itself.

In our discussion of multiples, it was highlighted that multiples of given

numbers extend infinitely. Ergo, following this principle, we can generate an
infinite number of equivalent fractions with any given fraction.
The teacher may add that
multiplying the numerator and
2. Worked Example
denominator by the same number
Give the 1st five (5) equivalent fractions of the following:
3 5 1 4 7 is similar to obtaining their
𝑎. 𝑏. 𝑐. 𝑑. 𝑒. multiples.
4 7 8 9 6
7
Solutions:
3 2 6 3 3 9 3 4 12 3 5 15 3 6 18
a. 4 𝑥 2
=8 4
𝑥 3
= 12 4
𝑥 4
= 16 4
𝑥 5
= 20 4
𝑥 6
= 24

3 6 9 12 15 18
Therefore, 4
= 8 = 12 = 16 = 20 = 24

5 2 10 5 3 15 5 4 20 5 5 25 5 6 30
b. 7
𝑥 2
= 14 7
𝑥 3
= 21 7
𝑥 4
= 28 7
𝑥 5
= 35 7
𝑥 6
= 42

5 10 15 20 25 30
Therefore, 7
= 14 = 21 = 28 = 35 = 42

1 2 2 1 3 3 1 4 4 1 5 5 1 6 6
c. 8
𝑥 2
= 16 8
𝑥 3
= 24 8
𝑥 4
= 32 8
𝑥 5
= 40 8
𝑥 6
= 48

1 2 3 4 5 6
Therefore, 8
= 16 = 24 = 32 = 40 = 48

4 2 8 4 3 12 4 4 16 4 5 20 4 6 24
d. 9
𝑥 2
= 18 9
𝑥 3
= 27 9
𝑥 4
= 36 9
𝑥 5
= 45 9
𝑥 6
= 54

4 8 12 16 20 24
Therefore 9
= 18 = 27 = 36 = 45 = 54

7 2 14 7 3 21 7 4 28 7 5 35 7 6 42
e. 6
𝑥 2
= 12 6
𝑥 3
= 18 6
𝑥 4
= 24 6
𝑥 5
= 30 6
𝑥 6
= 36

Therefore,
7
=
14
=
21
=
28
=
35
=
42 The teacher will ask the pupils to
6 12 18 24 30 36 show the solutions on the board.

Again, how do we generate fractions equivalent to a given fraction?

To generate equivalent fractions, multiply both the numerator and
denominator of a given fraction by the same number.

Equivalent or Not Equivalent Reiterate that we can generate

Aside from generating equivalent fractions, we can also determine or more equivalent fractions by
check if the given fractions are equivalent without using models or visual continuing to multiply the given
representations. fractions with various numbers.
This process can extend infinitely.

8
Find the missing number to make the fractions equivalent.
x3 x5
2 3 15
𝑎. = 𝑏. =
5 15 2
x3 x5
6 2 3 15
Therefore, a. = 𝑏. = .
5 15 2 10

To check if these fractions are equivalent, we can use cross multiplication. Reiterate also that in so doing, the
30 30 30 30 numerator and denominator
2 6 3 15 should be multiplied by the same
= = number to generate a fraction
5 15 2 10
equivalent to the given.
What have you noticed?
If, after doing cross multiplication, the products are equal, the fractions are
equivalent.

Check if the pair of fractions are equivalent.

2 8
24 24
a. 3 𝑎𝑛𝑑 12 2
Solution: =
8 Equivalent
3 12

4 12
36 36
b. 3
𝑎𝑛𝑑 9
4
Solution: 3 =
12 Equivalent
9

3 9
96 72
c. 8
𝑎𝑛𝑑 32
3
Solution: 8 =
9 Not Equivalent
32

Again, we can use cross multiplication to determine or check if fractions are

equivalent. Based on the examples, how to perform cross multiplication in
order to determine if the fractions are equivalent?
1. Multiply the numerator of the 1st fraction by the denominator of the 2nd Explain to the pupils that steps 1
fraction. and 2 can be interchanged.
2. Multiply the denominator of the 1st fraction by the numerator of the 2nd
fraction.
3. If the products are the same, the fractions are equivalent.

9
 Answers for the Lesson Activity:
3. Lesson Activity I.
Answer the following. 3 6 9 12 15 18
1)5 = 10 = 15 = 20 = 25 = 30
I. Give any five fractions equivalent to the given fraction. Limit your answer
to fractions whose numerator and denominator are up to 100 only. 7 14 21 28 35 42
3 11 1 2) 9 = 18 = 27 = 36 = 45 = 54
1. 5 = 3. 8 = 5. 12 =
7 6
2. 9
= 4. = 3)
11 22 33 44
= 16 = 24 = 32 = 40 = 48
55 66
7 8
II. Using cross multiplication, check whether the fractions are equivalent
6 12 18 24 30 36
or not. Write your answer in the blank after the given. 4) = = = = =
1 4 18 3 7 14 21 28 35 42
1. 5 = 24 4. =
15 2
1 2 3 4 5 6
2.
2 16
= 56 5.
6
=
18 5) = = = = =
7 13 39 12 24 36 48 60 72
9 63
3. = 70
10 (More equivalent fractions can still
be generated from the give whose
DAY 4 numerators and denominators are
SUB-TOPIC 3: FACTORING A GIVEN NUMBER UP TO 100 up to 100.)
1. Explicitation
The teacher may utilize the II.
multiplication table to introduce the 1. Not Equivalent
factors of given numbers. The teacher 2. Equivalent
will ask the pupils to encircle all the 3. Equivalent
numbers 20 in the multiplication table. 4. Not Equivalent
5. Equivalent

The teacher will ask the following:

1. What numbers are multiplied to get the product, 20? The teacher will explain this to the
Answer: 20 and 1, 5 and 4, 10 and 2, pupils.
2. What do you call the numbers being multiplied to get the product?

10
 Answer: The numbers being multiplied to get the product are called The teacher may ask the pupils
factors. what property of multiplication is
The teacher may show this on the board: demonstrated by this example,
20 x 1 = 20 10 x 2 = 20 5 x 4 = 20 10x2 = 2x10 (Recall Commutative
Property of Multiplication)
Factors Product Factors Product Factors Product
The factors of 20 are 20, 10, 5, 4, 2, 1 Remind students that due to the
● Since the factors of 20 are 20, 10, 5, 4, 2, and 1, this means that when commutative property of
you divide 20 by each factor, the quotient will not have a remainder. multiplication, the factors of a
Hence, a factor of a given number will divide that given number precisely given number will only be listed
without a remainder. once.

2. Worked Example
Factor the given numbers.
a. 6 b. 8
6x1=6 8x1=8
3x2=6 4x2=8
The factors of 6 are 1, 2, 3, 6 The factors of 8 are 1, 2, 4, 8
In this part, the teacher may
What are the common factors of 6 and 8? initially introduce the concept of
Factors of 6: 1, 2, 3, 6 greatest common factor.
Factors of 8: 1, 2, 4, 8
Common Factors of 6 and 8: 1, 2
Which of the common factors of 6 and 8 is the greatest? 2

a. 12 b. 18
12 x 1 = 12 18 x 1 = 18
6 x 2 = 12 9 x 2 = 18
4 x 3 = 12 6 x 3 = 18
The factors of 12 are 1, 2, 4, 3, 6, 12 The factors of 18 are 1, 2, 3, 6, 9, 18

What are the common factors of 12 and 18?

Factors of 12: 1, 2, 3, 4, 6, 12
Factors of 18: 1, 2, 3, 6, 9, 18
Common Factors of 12 and 18: 1, 2, 3, 6
Which of the common factors of 12 and 18 is the greatest? 6

11
c. 24 d. 30
24 x 1 = 24 30 x 1 = 30
12 x 2 = 24 15 x 2 = 30
8 x 3 = 24 10 x 3 = 30
6 x 4 = 24 5 x 6 = 30
The factors of 24 are 1, 2, 3, 4, 6, 8, The factors of 30 are 1, 2, 3, 5, 6, 10,
12, 24 15, 30

e. 36
36 x 1 = 36
18 x 2 = 36
12 x 3 = 36 The teacher may ask these
9 x 4 = 36 questions:
6 x 6 = 36 ● Given these examples, what
The factors of 36 are 1, 2, 3, 4, 6, 9, have you observed with the
12, 18, 36 factors of each given number?
Factors of each given number
What are the common factors of 24, 30, and 36? consistently include the
Factors of 24: 1, 2, 3, 6, 4, 8, 12, 24 number itself and 1.
Factors of 30: 1, 2, 3, 5, 6,10, 15, 30 ● What factors are common to
Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36 all the given numbers? 1 is a
Common Factors of 24, 30 and 36: 1, 2, 3, 6 common factor of two or more
Which of the factors of 24, 30, 36 is the greatest? 6 numbers.

Based on the examples, how do we get the common factors of given numbers? The teacher may give examples
● List the factors of a given number wherein the common factors of a
● Identify the common factors from the list. given number is 1

1 as the Common Factor Make the pupils realize the

What is/are the common factor/s of 8 and 15? possibility that the common factor
Factors of 8: 1, 2, 4, 8 of given numbers is just 1. This
Factors of 15: 1, 3, 5, 15 can help them better understand
Common Factors of 8 and 15: 1 the lesson on reducing fractions to
the lowest term.

12
 Answer for the Lesson Activity:
1. Factors of 9: 1, 3, 9
3. Lesson Activity Factors of 21: 1, 3, 7, 21
List the factors of each of the given numbers. Then identify the common Common factors: 1, 3
factors of each set. 2. Factors of 22: 1, 2, 11,22
No. Given Number Factors Common Factor/s Factors of 7: 1, 7
9 Common factor: 1
1 3. Factors of 48: 1, 2, 3, 4, 6, 8, 12,
21
16, 24, 48
22
2 Factors of 32:1, 2, 4, 8, 16, 32
7 Common factors: 1, 2, 4, 8, 16
48 4. Factors of 16: 1, 2, 4, 8, 16
3
32 Factors of 20: 1, 2, 4, 5, 10, 20
16 Factors of 28:1, 2, 4, 7, 14, 28
4 20 Common factors:1, 2, 4
28 5. Factors of 25:1, 5, 25
Factors of 50:1, 2, 5, 10, 25, 50
25
Factors of 75:1, 3, 5, 15, 25, 75
5 50 Common factors:1, 5, 25
75

D. Making 1. Learners’ Takeaways

Generalizations The teacher will guide the pupils in completing this table.

Explain how equivalent fractions

represent the same value though
they may look differently, and
relate this as a metaphor for
fairness and equality in treating
other people equally regardless of
2. Reflection on Learning status, race, age, gender, color of
Cite instances when individuals, regardless of status, age, gender, religion, skin, family background, religion,
race, skin color, or family background, are treated fairly and equally. etc.

13
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 5 Answer Key:

Learning 1. Formative Assessment I. 1) 6 and 9:
I. Complete the table. Multiples of 6: 6, 12, 18, 24, 30,
Given Multiples up to Common Common 36, 42, 48, 54, 60, 66, 72, 78, 84,
No. Factors 90, 96
Number 100 Multiple/s Factor/s
Multiples of 9: 9, 18, 27, 36, 45,
6
1 54, 63, 72, 81, 90, 99
9 Common multiples: 18, 36, 54,
72, 90
14 Factors of 6: 1, 2, 3, 6
2
28 Factors of 9: 1, 3, 9
Common factors: 1, 3
12
3 18 2) 14 and 28:
Multiples of 14: 14, 28, 42, 56,
36 70, 84, 98
Multiples of 28: 28, 56, 84
9
4 Common multiples: 28, 56, 84
8 Factors of 14: 1, 2, 7, 14
Factors of 28: 1, 2, 4, 7, 14, 28
10 Common factors: 1, 2, 7, 14
5 20
3) 12, 18, and 36:
30 Multiples of 12: 12, 24, 36, 48,
60, 72, 84, 96
II. Fill in the missing number to make the fractions equivalent. Multiples of 18: 18, 36, 54, 72, 90
1.
1 2 3
= = = = =
5 Multiples of 36: 36, 72
8 32 48 Common multiples: 36, 72
5 10 15 20 30
2. = = = = 60 = Factors of 12: 1, 2, 3, 4, 6, 12
12
4 8 16 Factors of 18: 1, 2, 3, 6, 9, 18
3. 3
= 9 = 15 = = = 30 Factors of 36: 1, 2, 3, 4, 6, 9, 12,
6 9 15 18 18, 36
4. = 10 = = 20 = =
5 Common factors: 1, 2, 3, 6

14
 5.
2
=
20
= 63 = 42 =
6
=
4 4) 9 and 8:
7 Multiples of 9: 9, 18, 27, 36, 45,
54, 63, 72, 81, 90, 99
III. Determine if the fractions are equivalent through cross multiplication. Multiples of 8: 8, 16, 24, 32, 40,
Put a (/) if fractions are equivalent and (x) if not. 48, 56, 64, 72, 80, 88, 96
Fractions Equivalent or Not Equivalent Common multiples: 72
Factors of 9: 1, 3, 9
15 10 Factors of 8: 1, 2, 4, 8
1. 𝑎𝑛𝑑 Common factor: 1
25 15
8 1
2. 𝑎𝑛𝑑 5) 10, 20, and 30:
24 4
Multiples of 10: 10, 20, 30, 40,
9 10
3. 𝑎𝑛𝑑 50, 60, 70, 80, 90, 100
18 20 Multiples of 20: 20, 40, 60, 80,
12 48 100
4. 𝑎𝑛𝑑
11 44 Multiples of 30: 30, 60, 90
14 42 Common multiple: 60
5. 𝑎𝑛𝑑
9 27 Factors of 10: 1, 2, 5, 10
Factors of 20: 1, 2, 4, 5, 10, 20
Factors of 30: 1, 2, 3, 5, 6, 10, 15,
2. Homework (Optional) 30
Common Factors: 1, 2, 5, 10

II.
1 2 3 4 5 6
1. = = = = =
8 16 24 32 40 48
5 10 15 20 25 30
2. = = = = =
12 24 36 48 60 72
4 12 20 8 16 40
3. 3
= 9 = 15 = 6 = 12 = 30
3 6 9 12 15 18
4. 5
= 10 = 15 = 20 = 25 = 30
2 20 18 12 6 4
5. 7
= 70 = 63 = 42 = 21 = 14

III. 1) X
2) X
3) /
4) /
5) /

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B. Teacher’s Note observations on any The teacher may take note of
Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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