BEAM LG Gr.6 Module 6-Mathematics 6 Number Theory

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Grade VI - Mathematics
Rational Numbers
Module 6: Number Theory
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Written, edited and produced by Basic Education Assistance for Mindanao, August 2008

GRADE SIX MATHEMATICS
RATIONAL NUMBERS
NUMBER THEORY AND FRACTIONS
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 6
Basic Education Curriculum Competencies

Grade 6 Mathematics: Number Theory
Generalize when a number is divisible by another number-divisibility rules

Identify prime and composite numbers
Enumerate factors and multiples of given numbers
List the prime factors of given numbers
Write the prime factorization of a given number
Determine the greatest common factor (GCF) of 2 or more numbers
Determine the least common multiple (LCM) of 2 or more numbers
Objectives
recall and activate their previous learning on number theory via a restructured Agree or
Disagree chart
enumerate the factors of 2 to 3 numbers
identify prime and composite numbers
write the prime factorization of a given number
solve problems involving factors, multiples, prime and composite numbers, greatest
common factor (GCF), and least common multiple (LCM)
identify factors and multiples of given numbers, their GCF and LCM
generalize the divisibility rules that can be applied on the given numbers
apply their learning on number theory through a real-life situation
recheck their learning on number theory via a revisit of restructured Agree or Disagree
chart
Essential concepts, knowledge and understandings targeted

Prime factorization of a number - when a composite number is written as a product of
all of its prime factors, we have the prime factorization of the number
Specific vocabulary introduced

Prime numbers - are numbers that have two factors only, 1 and itself.
Composite numbers - are numbers that have more than two factors.
Least Common Multiple or LCM - is the smallest number (excluding zero) that is a
multiple of both of the numbers.
Greatest Common Factor or GCF - is the product of all the prime factors the numbers
have in common.
Divisibility rule - is a rule or method that can be used to determine whether a number is
evenly divisible by other numbers.
Basic Education Assistance for Mindanao

Learning Guide, August 2008

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Suggested organizational strategies

Prepare the necessary materials to be utilized prior to the activities
Set up the classroom for group dynamics.
Group students to perform different tasks.
Assign a group each day to maintain cleanliness.
Opportunities for Integration

Peace education - encourage them to work harmoniously and respect of other ideas.
Environmental education - maintain cleanliness in the working area.
Gender inclusivity - all activities are intended for both boys and girls.
Values education - sportsmanship and active participation during small group and class
discussion.
Multiculturalism - all activities are intended for diverse cultures in a class.
Activities in this Learning Guide

Activity 1: What's Common?
Multiple Intelligences
Logical/Mathematical
Visual/Spatial
Body/Kinaesthetic
Interpersonal
Skills
Order, group, infer causes
Generalize from given facts
Interpret facts, compare, contrast
Grasp meaning
Compare and discriminate between ideas
Understanding information
Use information
Text Types
Personal Response
Discussion


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Activity 2: Agree or Disagree?

Verbal/Linguistic
Interpersonal
Skills
Observation and recall of information
Knowledge of major ideas
Identification of components
Text Types
Personal Response
Review
Activity 3: Venn Diagram Revisit

Visual/Spatial
Body/Kinaesthetic
Verbal/Linguistic
Interpersonal
Skills
Interpret facts, compare, contrast
Text Types
Personal Response
Discussion
Observation
Factual Description
Activity 4: Prime Time

Visual/Spatial
Body/Kinaesthetic


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Verbal/Linguistic
Interpersonal
Skills
Seeing patterns
Predict, draw conclusions
Use information
Text Types
Personal Response
Explanation
Factual Description
Activity 5: Divisibility Test

Visual/Spatial
Interpersonal
Skills
Solve problems using required skills or knowledge
Text Types
Information Report
Procedural Recount
Explanation
Activity 6: Let's Do It Again!

Visual/Spatial
Verbal/Linguistic
Interpersonal


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Skills
Use methods, concepts, theories in new situations
Use information
Organization of parts
Text Types
Procedure
Information Report
Factual Description
Activity 7: Ice Cream Visits

Body/Kinaesthetic
Verbal/Linguistic
Interpersonal
Skills
Knowledge of major ideas
Mastery of subject matter
Use information
Relate knowledge from several areas
Text Types
Personal Response
Explanation
Observation
Factual Recount
Review
Activity 8: Agree or Disagree? A Revisit

Visual/Spatial


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Verbal/Linguistic
Interpersonal
Skills
Grasp meaning
Mastery of subject matter
Use information
Text Types
Personal Response
Discussion
Exposition
Factual Recount
Key Assessment Strategies

scoring rubric
puzzles
performance test
peer assessment


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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
At this stage, students will find and enumerate the factors and multiples of 2 to 3
numbers.


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Strategy
VENN DIAGRAM. This is a visual organizer that helps students to describe how things are
the same and different. This will help them in identifying and articulating similarities and
differences among items.
Materials
enlarged Venn diagrams (refer to Teacher Resource Sheets 1A and 1B on pages 16- 17)
activity sheets (refer to Student Activities 1A and 1B on pages 18-19)
2 pieces dice
Activity 1: What's Common?

Instructions:
1. Prior to the activity, prepare activity sheets and sets of enlarged diagrams.
2. Group the students into 6 or as desired. Give the Students Activity Sheet one at a time
and its corresponding venn diagram.
3. Let them do the task.
4. Facilitate a small group discussion if the number pair has no common factor or
multiple. Then, let them do 2 or more trials to come up with numbers having common
factors or multiples.
5. Instruct them to post their outputs at different corners/walls (1 side for factors and the
other for multiples. Encourage the groups with similar numbers to compare results and
note their observations or findings.
6. Process their outputs through an interactive discussion.
Formative Assessment
Check the students' outputs.
Roundup
It is hoped that students had enumerated the factors and multiples of 2 to 3 numbers
correctly.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
This stage will provide students an overview of the concepts to be discussed in this
Learning Guide. This will let them recall their previous learning about prime and
composite numbers, LCM, GCF and divisibility concepts. This further helps the teacher
assess how much students have understood these topics.
Strategy
RESTRUCTURED AGREE OR DISAGREE CHART. A strategy that will help students organize
data to support a position for or against an idea. It promotes students' thinking about the
content.

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A Don't Know column is added to find out the concept which the students do not have
prior knowledge.
Materials
enlarged Agree or Disagree chart (refer to Teacher Resource Sheet 2 on page 20).
marking pen
Activity 2: Agree or Disagree?

Instructions:
1. Prior to the activity, enlarge the Agree or Disagree Chart.
2. Group the students into 5 or as desired and distribute the materials.
3. Let them discuss each statement to have a consensus of their answers. Instruct them to
check the appropriate columns under the BEFORE section only for their answers.
4. Then, let them post their chart on the board. Give them time to compare their
responses with the other groups' outputs.
5. Process their outputs by drawing some reasons for their agreements and disagreements
of the given statements.
Check the students' outputs.
Roundup
The activity gave the students an opportunity to recall what they have learned about
prime and composite numbers, LCM, GCF and divisibility concepts. It is necessary to note
the concepts that they have checked under the Don't Know column if there are any and
should be reviewed in the last stage of this Learning Guide.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, the students will deal situations and solve problems involving factors and
multiples, prime and composite numbers, greatest common factor (GCF), least common
multiple (LCM) and prime factorization. This further challenges them to generalize
divisibility rules.
Strategy
GRAFFITI. This strategy encourages groups to rotate around a series of recorded ideas or
issues. This can be used as a preparation or a follow up activity.
How can this be used?
Allocate each group an issue or aspect of a topic. Ideas are to be recorded on a large
sheet of a paper.
After a set time, each group rotates to the next sheet of paper. New ideas can be
added.

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Ask groups to check any ideas they agree with, place a question mark next to those that
need clarification and an exclamation point or lightning bolt next to inappropriate
solutions.
Where question marks and exclamation points have been recorded, a whole group
discussion may be necessary.
CONCEPT/NUMBER WEB. This is sometimes called a semantic map. This consists of a set of
linked bubbles of associated ideas. This graphic organizer is useful for generating ideas for
concepts that have topics and subtopics, or themes and minor themes. This capitalizes on
the brain's ability to connect and associate related ideas. As ideas are captured on the
concept web, new ideas are triggered on related topics or themes. These are joined by
lines (sometimes using arrows) to show the relationship.
TASK CARDS. This strategy specifies a task or activity to complete individually, in pairs or
in a small group.
Materials
Activity 3:
Venn diagrams used in activity 1, marking pen
Activity 4:
activity sheet (refer to Student Activity 4 on page 21), dice, marking pen
Activity 5:
task cards (refer to Teacher Resource Sheet 3 on page 22), manila paper, marking pen
Activity 3: Venn Diagram Revisit

Instruction:
1. Group the students similar to their groupings in activity 1. Let them get back their Venn
diagrams.
2. Instruct them to:
(a) find the greatest common factor (GCF) of the given numbers for Venn diagram A
and least common multiple (LCM) for diagram B.
(a) list down and describe the numbers which are prime? composite?
3. Then, let them post their outputs.
4. Process the activity using the graffiti strategy as described above.
Activity 4: Prime Time

Instruction:
1. With the same group, distribute the materials.
2. Let them perform Student Activity 4 on page 21.
3. After answering, instruct the groups to pair up and exchange outputs for checking.
4. Conduct an interactive discussion to process the activity.

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Activity 5: Divisibility Treat

Instruction:
1. Group the students into 5 or as desired. Provide the different tasks to each group (refer
to Teacher Resource Sheet 3 on page 22) and the other materials.
2. Let them perform the task on each card. Remind them to use the manila paper for their
answers
3. After which, instruct them to post their outputs.
4. Again, process the activity using the graffiti strategy as described above.
Check groups' outputs and assess individual performance as they perform the different
tasks. You may use the suggested rubric on page 25.
Roundup
The series of activities provided the students an opportunity to enhance their skills in
dealing situations and solving problems involving factors and multiples, prime and
composite numbers, greatest common factor (GCF), least common multiple (LCM) and
prime factorization. They had the chance also to generalize the divisibility rules.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
In this stage, students' skill in identifying factors, GCF, multiples and LCM of the given
numbers and in determining the divisibility rules will be challenged by solving a puzzle.
Strategy
PUZZLE. This allows the students to identify the relationships and connections between
two or more numbers. This also challenges the students to apply their skills in finding the
LCM and GCF of two or more numbers.
Materials
activity sheet (refer to Student Activity 6 on pages 26-27), marking pen
Activity 6: Let's Do It Again!

Instructions:
1. Group the students by 3 or as desired.
2. Provide the materials and let them do the task collaboratively.
3. After which, let them exchange outputs with another group for comparison of answers.
Encourage an interactive discussion between them to settle differences of answers.
4. Process the output by clearing out misconceptions.
Assess the individual performance and group outputs of the students. Possible answers are
found on page 28.

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Roundup
Students are hoped to have identified the factors, GCF, multiples and LCM of numbers and
determined the divisibility rules applicable to them.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
At this stage, students will apply their learning on number theory through a real-life
situation.
Strategy
PROBLEM SOLVING: This strategy teaches students how to effectively solve problems
which will provide them with useful lifelong skills. Problem solving models, such as the
Working Mathematically Model, break problem solving into a step-by-step process:
CLARITY
What is the problem asking you to do or find out?
CHOOSE
What tools would be effective for solving the problem?
USE
Use the tools to gain an answer to the problem.
INTERPRET
Is this answer reasonable? Can you check it using another method?
COMMUNICATE Depending on your audience, communicate the answer. This may be in a

simple form (e.g. a written sentence) or a more complex form (e.g. writing
a report).
Materials
activity sheet (refer to Student Activity 7 on page 29), manila paper, pen, masking tape.
Activity 7: Ice Cream Visits

Instructions:
1. Group the students into 4 or as desired and distribute the materials.
2. Let them work cooperatively with their co-members in doing the task.
3. Then, instruct them to post their outputs for comparison. Ask a group volunteer to
present their output to the class.
4. Process the activity through an interactive discussion. Solicit other solutions to the
given problem.
Assess the individual performance and check the outputs of the students. Possible answers
are found on page 30.
Roundup
It is important to check if students were able to apply their learning on number theory
through a real-life situation. You may ask them to give other sample situations involving
the concepts discussed.

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6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, the students will revisit their Agree or Disagree chart. This will encourage
them to consolidate what they have learned in the preceding activities and check as well
the degree of their understanding.
Strategy
RESTRUCTURED AGREE OR DISAGREE. A strategy that will help students organize data to
support a position for or against an idea. It promotes students' thinking about the content.
A Don't Know column is added to find out the concept which the students do not have
prior knowledge.
Materials
enlarged chart used in activity 1, marking pen
Activity 8: Agree or Disagree?- A Revisit

Instructions:
1. Prior to the activity, instruct the students to go back to their groups in activity 1. Let
them get back their enlarged Agree or Disagree chart.
2. This time, let them complete the AFTER columns of the chart. Remind them not to
change any data that they have recorded in the BEFORE columns.
3. After which, let them post their chart. Let them compare their answers in the two sets
of columns and with the other groups' outputs.
4. Process the activity through an interactive discussion on the misconceptions or
statements checked in the last column of the chart if there are still any.
Check students' outputs and performance.
Roundup
The teacher should have identified the topics that have been learned and not learned well
by the students. This should be his/her basis in evaluating if they are already ready to
proceed to the next topic.
Teacher Evaluation
(To be completed by the teacher using this Teachers Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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Teacher Resource Sheet 1A

The Factors
First Number ______
Second Number ______
Third Number _____

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Teacher Resource Sheet 1B

The Multiples
First Number ______
Second Number ______
Third Number _____

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Student Activity 1A
What's Common?
Objectives:
1. Find the factors of the given numbers; and
2. Identify their common factors.
TASK:
1. Roll the 2 dice at the same time. Consider the number
combination as your first number. Roll again the two dice.
The combination will be your second number. Do the same for
the last time for your third number. Then, record the results
on the appropriate spaces on the diagram.
2. List down the factors of each number in their corresponding circle.
3. Now, pair the numbers (first and second numbers, second and third, first
and third numbers) and find their respective common factor/s. Write them
on the corresponding intersecting part of each pair of circles. If there is no
common factor to any (1) of the pairs, then repeat step. 1.
4. After which, find the common factor/s of the three numbers. Write it in the
intersecting part of the 3 circles.
Note: Exclude 1 as your common factor in steps 3 and 4.

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Student Activity 1B
What's Common?
Objectives:
3. Find the multiples of the given numbers; and
4. Identify their common multiples.
TASK:
1. Roll the 2 dice at the same time. Consider the number
combination as your first number. Roll again the two dice.
The combination is your second given number. Do the same
for the last time for your third number. Then, record the
results on the appropriate spaces on the diagram.
2. List down the multiples of each number in their corresponding circle.
3. Now, pair the numbers (first and second numbers, second and third, first
and third numbers) and find their respective common multiples. Write them
on the corresponding intersecting part of each pair of circles. If there is no
common multiple to any (1) of the pairs, then repeat step 1.
4. After which, find the common multiple/s of the three numbers and write
it/them in the intersecting part of the 3 circles.
Note: Exclude 1 as your common multiple in steps 3 and 4.

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Teacher Resource Sheet 2

Restructured Agree or Disagree Chart
BEFORE
STATEMENTS
Agree
Disagree
AFTER
Don't
know
Agree
Disagree
Don't
know
1) 500 is exactly divisible by 10.

2) 2 is the only even prime number.
3) 3, 4, and 6 are factors of 24.
4) 30 is the LCM of 7 and 6.
5) A prime number can be divided exactly by
any number.
6) A composite number can be divided exactly
by numbers other than 1 or itself.
7) A number is divisible by 2 if it ends in either
of these numbers: 0, 2, 4, 6, and 7.
8) The prime factors of 15 are 3 and 5.
9) A number is divisible by 9 when the sum of
its digits is divisible by 5.
10) 80 is the LCM of 8 and 10.
11) 1 is neither prime nor composite.
12) 3, 5, 7, 11, and 13 are composite numbers.
13) 11, 22, and 33 are divisible by 5.
14) The GCF of 24 and 18 is 8.
15) 2, 3, 5, and 8 are prime factors of 40.

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Student Activity 4
Prime Time
Objectives: Write the prime factorization of a given number and list its prime
factors.
Directions:
1. Roll the 2 two dice together at the same time. The number combination is
your initial number.
2. Multiply your initial number by 7 if it is more than 50, by 8 if between 20
and 50 or by 9 if less than 20.
3. Then, write the resulting number in the first circle of the diagram below.
4. Now, give a pair of factors of this number and write them on the next two
circles. Then, factor again each new number and write them on the next
pair of circles. Continue giving and recording pair of factors until the
resulting numbers can not be factored anymore.
Note:One circle should correspond to one number only. You may add more
circles to show the factors.
5. After which, list down the prime factors of the first number.

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Task Cards
Directions:
Reproduce 5 sets of the task cards below. Then, cut each card and provide
a set to every group.
Task 1
What number can divide exactly 2, 4, 6, 14 and 20?
Now, formulate a general statement that describes the
divisibility of these numbers.
Give at least 5 more numbers to test your statement.
Task 2
Observe these numbers: 123, 126 and 339.
What one-digit number can exactly divide each number?
Now, formulate a general statement that describes their
divisibility.
Give at least 5 more examples to test your statement.
Task 3
Examine these numbers: 12, 312, 324, and 416.
What number/s can divide exactly their last two digits.
Now, formulate a general statement that describes their
divisibility.

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Task 4
When is a number divisible by 5. Formulate a general
statement that describes the divisibility.
Task 5
Are the numbers divisible by 2 and 3 also divisible by 6?
Prove your answer.
divisibility of 6?
Give 5 more examples.
Task 6
Observe 175. Multiply the last digit by 2.
Subtract the product from the remaining number.
Now, what number can divide exactly the final result?
Can this number also divide exactly 196? Do the same steps
with numbers 252 and 364.
Formulate your own statement that describes the divisibility
of these numbers and give 5 more examples.

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Task 7
Observe the last 3 digits of 4 176 , 1 832 and 1 168 .
What one-digit number/s can exactly divide each set of
digits?
divisibility of these numbers.
Give 5 more large numbers to test your statement.
Task 8
which of these numbers are divisible by 9: 235, 351 or 486?
Prove your answer.
divisibility of 9.
Give 5 more examples.
Task 9
When is a number divisible by 10.
Formulate a general statement that describes the
divisibility.
Give more examples.

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Rubric for Assessing Group Performance and Output
Very Satisfactory
Satisfactory
Needs
Improvement
Criteria
Cooperation
Participation
Group output
Members
consistently and
Members work
Members work
actively work
towards group
towards group
towards group
goals without being goals only when
goals without being
told.
told.
told.
Members willingly
accept and
perform roles
within the group
Members accept
and perform
individual role
within the group.
Some members
need to be
reminded to
participate.
Group output is
done correctly
among themselves
without asking help
from the teacher.
Group output is
done correctly
among themselves
while asking help
from the teacher.
Group attempts
to produce their
output but gives
up readily.

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Student Activity 6
Let's Do It Again!
Objectives:
Identify the prime and composite numbers;
Enumerate the factors and multiples of the given numbers; and
Determine the GCF and the LCM of 2 or more numbers.

Directions:
1. Solve the puzzle below by finding the multiples of 12 and 7 as
your starting points. Multiples can be found either
horizontally, vertically or diagonally.
2. Then, connect the multiples of each number using a line.
START
START
12
18
14
24
25
21
28
27
42
41
36
33
37
35
49
51
55
48
57
56
53
67
60
64
63
69
71
75
76
72
77
70
79
84
FINISH

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Now, use the puzzle to find the following:

1. Examine the starting numbers.
Give their GCF.
What is their LCM?
List the prime factors of the LCM. Show its prime factorization.
2. Cross out all the prime numbers and check the composite numbers.
3. Enumerate the numbers which are divisible by the following sets of
numbers:
a) 7
b) 3 and 9
c) 2, 4 and 8
d) 2, 4, 8 and 10
e) 2, 3, 4, 5, 6 and 10

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Answer Key 1
Student Activity 6: Let's Do It Again!
START
START
12
18
14
24
25
21
28
27
42
40
36
33
37
35
49
51
55
48
57
56
53
67
60
64
63
69
71
75
76
72
77
70
79
84
FINISH
Answers:
GCF: 84
LCM: 84
Prime factors of 84: 2, 2, 3, and 7
Prime factorization: 84 = 2 x 2 x 3 x 7
Enumerate the numbers which are divisible by the following sets of
numbers:
a) 7 = 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, and 84
b) 3 and 9 = 27, 36, 63, and 72.
c) 2, 4 and 8 = 24, 40, 48, 56, 64, and 72.
d) 2, 4, 8 and 10 = 40
e) 2, 3, 4, 5, 6 and 10 = 60.

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STUDENT ACTIVITY 7
Ice Cream Visits
Objective:
Solve problems involving prime and composite numbers, factors and multiples,
prime factorization, and GCF and LCM.
Directions:
1. Read and analyze the given situation below.
2. Then, answer the questions that follow. Write your answers on the manila
paper.
Situation:
Mang Jose and Mang Gorio deliver
the ice cream in their barrio at
different day-intervals. Mang Jose
visits his barrio every 8 days while
Mang Gorio does it every 11 days.
Questions:
2.) If both of them are visiting today, when is the next time they will visit on
the same day? Support your answer.
3.) Which of their visits are described by prime numbers? composite numbers?
4.) Using Mang Jose's data, select 4 numbers which have similarities. Justify
your answers.
CHALLENGE:
Suppose you miss the ice cream delivery when they were
together on the same day for three times. When is the next
time both of them will visit on the same day?

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Answer Key 2
Student Activity 7: Ice Cream Visits
Situation:
Mang Jose and Mang Gorio deliver
the ice cream in their barrio at
different day-intervals. Mang Jose
visits his barrio every 8 days while
Mang Gorio does it every 11 days.
Answers:
1.) On the 88th day. Answer can be found by listing the multiples of 8 and 11
until they have the first common multiple or the LCM.
2.) Visits described by prime number: only 11.
Visits described by composite numbers: 8, 16, 22, 24, 32, 33, 40, 44, 48,
55, 56, 64, 66, 72, 77, 80, 88,...
3.) Students' answers may vary. Possible answers: 16, 24, 32 and 40
Similarities: All of them are composite numbers and divisible by 2, 4, and
8.
Answer for the challenge:
On the 352nd day. Since they will meet together every 88th day, it can be
multiplied by four (4) to get the answer. Or you may ask the students to
find the answer by listing the multiples.

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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the

Learning
Context
3. Learning
Activity Sequence
4. Check for
Understanding
5. Practice and
Application
6. Closure
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide

Total number of lessons needed for this Learning Guide
31

BEAM LG Gr.6 Module 6-Mathematics 6 Number Theory

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BEAM LG Gr.6 Module 6-Mathematics 6 Number Theory

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Generalize when a number is divisible by another number-divisibility rules

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Suggested organizational strategies

Opportunities for Integration

Activities in this Learning Guide

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 2: Agree or Disagree?

Activity 3: Venn Diagram Revisit

Activity 4: Prime Time

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 5: Divisibility Test

Activity 6: Let's Do It Again!

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 7: Ice Cream Visits

Activity 8: Agree or Disagree? A Revisit

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Key Assessment Strategies

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

1. Activating Prior Learning

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 1: What's Common?

2. Setting the Context

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 2: Agree or Disagree?

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 3: Venn Diagram Revisit

Activity 4: Prime Time

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 5: Divisibility Treat

4. Check for Understanding of the Topic or Skill

Activity 6: Let's Do It Again!

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

5. Practice and Application

What is the problem asking you to do or find out?

What tools would be effective for solving the problem?

Use the tools to gain an answer to the problem.

Is this answer reasonable? Can you check it using another method?

COMMUNICATE Depending on your audience, communicate the answer. This may be in a

Activity 7: Ice Cream Visits

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 8: Agree or Disagree?- A Revisit

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Teacher Resource Sheet 1A

Second Number ______