DAILY School: NANCAYASAN ELEMENTARY SCHOOL Grade Level:

LESSON Learning
LOG Teacher: MARY JANE E. TABILAS Area: MATHEMATICS 4
Teaching Dates: August 19, 2019 Quarter: 2nd QUARTER

COT 2

I. OBJECTIVES:
Demonstrates understanding of factors and multiples and addition and
A. Content Standards
subtraction of fractions.
Is able to apply the knowledge of factors and multiples, and addition and
B. Performance Standards
subtraction of fractions in mathematical problems and real-life situations.
Differentiates prime from composite numbers.
M4NS-IIb-66

Value Focus: Acceptance and Belongingness

Integration: MAPEH
C. Learning Competencies/
Objectives
Prerequisite Concepts and Skills:
Write the LC code for each
*Mastery of the basic multiplication facts

Reference: K to 12 Grade 4 Curriculum pp.115-118

LM Grade 4 pp.86-88

Lesson 26- Prime and Composite Numbers.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages 115118
2. Learner's Materials pages 86-88
3. Textbook pages
4. Additional Materials from
Learning Resource(LR)portal
Flash cards of basic facts, chart , power point presentation
B. Other Learning Resources
K to 12 - CG in Math 4

IV. PROCEDURES
Giving of Classroom Rules
What should we do during class discussions? What are the 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 confuse
A. Reviewing previous lesson or  Do not interrupt one another
presenting the new lesson
1. Drill
Basic multiplication facts using flashcards.

2. Review
Conduct a review on the commutative property of multiplication.
Relate this with the basic multiplication facts, for example:
9x8=9x8
 3. Motivation
Integration to MAPEH (PE)
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?
Given the following numbers as a product, how will you know which one have
more than 2 factors and those with only 2 factors?
B. Establishing a purpose for the
lesson
12 12 12 12 12 12 12 12

Working in pairs.

Using the table below, write the numbers given above in the appropriate
column.
Numbers with more than 2 factors Numbers with only 2 factors
C. Presenting examples/
instances of the new lesson

1. Discuss their answer on the given activity.

2. Introduce the term prime numbers for numbers greater than 1 which
D. Discussing new concepts and
practicing new skills #1 can be exactly divided by itself and 1. Composite numbers for those
numbers with more than 2 factors.

A. Working in Dyads.
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 multiple of 5 except 5
E. Discussing new concepts and 5. Find the number that is not yet crossed off.
practicing new skills #2 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 observations

Write P on the blank if the number is prime and C if composite

F. Developing mastery (Leads to _____1.) 63
Formative Assessment 3) _____2.) 49
_____3.) 37
 _____4.) 69
_____5.) 87

Remind the rules in Group Activities.

G- Give thoughtful feedback
R- Respect others & 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 pupil to clap their
hands.

Rubrics for Group Work Activity

Score
G. Finding practical applications
of concepts and skills in daily
living
1 Contributed exceptional effort to the group’s activity and
showed leadership and organizing group efforts. Exhibited
positive, supportive attitude toward group members.
Completed share of work with great effort.
2 Contributed great effort to the group activity and helped
organize group efforts. Exhibit positive, supportive
attitude toward group members. Completed share work
with great efforts
3 Contributed fair effort to the group’s activity. Exhibited
positive, supportive attitude toward group members.
Completed share of work with fair effort
4 Contributed little effort to the group’s activity. Exhibits
negative attitudes toward group members. Did not
complete his or her share of work.
5 Contributed no effort to the group’s activity. Exhibits
negative attitudes toward group members Did not
complete his or her share of work.

A. Group Activities
*Group the pupils into five working teams and have them do the task
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.

41 64 90 34 44
54 76 87 99 55
19 70 60 59 66
43 65 45 55 33
75 85 95 22 77
 Group C: Do what each item tells you what to do.
1. Write all prime numbers from 5 to 37
2. Write all prime numbers between 30 and 70.
3. Write the composite numbers between 10 and 50
4. Write the 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?
Group D: Answer the following questions.
1. What is the sum of all prime numbers between 30 and 60?
2. What is the sum of all prime numbers from 61 to 97
3. What is the product of the prime numbers between 11 and 19?
4. What is the product of the prime numbers immediately before and
after 50?
5. What is the sum of the composite numbers from 40 to 50?

B. Processing the Activities

Let each group present and discuss their output.

What is a prime number?

H. Making generalizations and What is a composite number?
abstractions about the lesson How do you determine whether a prime number is a prime or composite?

Show through power point presentation

Copy and complete the table in your notebook.

Number Factors Number of Prime or
Factors Composite
9
I. Evaluating learning
23
31
45
57

List down the factors of each number. Then, write if it is a prime or

composite.
1. 26
J. Additional activities for 2. 49
application or remediation 3. 70
4. 52
5. 49

V.REMARKS
VI.REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned 80%
in the evaluation
B. No. of learners ___ of Learners who require additional activities for remediation
who require
additional
activities for
remediation who
scored below 80%
C. Did the remedial ___Yes ___No
lessons work? No. ____ of Learners who caught up the lesson
of learners who
have caught up
with the lesson
D. No. of learners ___ of Learners who continue to require remediation
who continue to
require
remediation
E. Which of my Strategies used that work well:
teaching ___ Group collaboration
strategies worked ___ Games
___ Power Point Presentation
well? Why did
___ Answering preliminary
these work? activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude
which my __ Colorful IMs
__ Unavailable Technology
principal or
Equipment (AVR/LCD)
supervisor can __ Science/ Computer/
help me solve? Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation Planned Innovations:
or localized __ Localized Videos
materials did I __ Making use big books from
views of the locality
use/discover
__ Recycling of plastics to be used as Instructional Materials
which I wish to __ local poetical composition
share with other __Fashcards
teachers? __Pictures