Republic of the Philippines

Department of Education
REGION IV–A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY
MALITAM ELEMENTARY SCHOOL

School MALITAM ELEMENTARY SCHOOL Grade Level 5

I. OBJECTIVES After going through this module, you are expected to:
1. Identify real-life problems involving GCF and LCM of 2-3 given
numbers; and
2. Use a 4-step plan in solving real-life problems involving GCF and LCM
of two or more given numbers.
A. Content Standard The learners demonstrate an understanding of divisibility, order of
operations, factors and multiples, and the four fundamental operations
involving fractions
B. Performance Standard The learners are able to apply divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions.
C. Learning 1. Identify real-life problems involving GCF and LCM of 2-3 given
Competency/Objectives numbers; and
Write the LC code for each. 2. Use a 4-step plan in solving real-life problems involving GCF and LCM
of two or more given numbers.
3. CONTENT Real-life problems involving GCF and LCM of 2-3 given numbers
Integration
4. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages ADM CO_Q1_Math5_Module 7
3. Textbook pages
4. Additional Materials from ADM CO_Q1_Math5_Module 7
Learning Resource
(LR)portal
B. Other Learning Resource
5. PROCEDURES
1. Reviewing the previous lesson Read and understand each given problem. Write the letter of the
or presenting the new lesson correct answer on your worksheet.
1. What is the least number of atis that can be divided equally
among three families having 9, 8, and 12 members?
A. 70 B. 71 C. 72 D. 73
2. Rico waters his orchids every 4 days and his gumamela every 7
days. Not counting the first day, when is the first time both
plants are watered on the same day? When is the next time that
both plants will be watered again on the same day?
A. on the 27th day and 56th day C. on the 28th day and 54th
day
B. on the 28th day and 48th day D. on the 28th day and 56th
day
3. The GCF of two numbers is 6 and their LCM is 36. If one of the
numbers is 12, what is the other number?
A. 15 B. 18 C. 24 D. 30
4. Some pupils in Grade 5 can pose for their snapshots in the
photo booth in rows of 9 or 8 during the school’s Science Camp.
 What is the least number of students that can exactly be
accommodated in both arrangements?
A. 70 B. 71 C. 72 D. 73
1. Establishing a purpose for the Copy the table in your notebook. Then complete the table by
lesson supplying the GCF and the LCM of the given sets of numbers.
Numbers GCF LCM
1) 2, 8, 40
2) 8, 16, 32
3) 18, 36, 72
4) 9, 12, 18
5) 30, 60, 80
6) 2, 10, 20
2. Presenting examples/instances Danilo, a school varsity player, has 32 pairs of socks and 16
of the new lesson pairs of shoes. He wants to sell a package of shoes and socks. What
is the greatest number of packages that he can sell with no
remaining pair of shoes and socks?

3. Discussing new concepts and Read the problems carefully. Write your solutions on a separate
practicing new skills # 1 answer sheet.
1) Yellow daisy flowers come in a bouquet of 8 and red daisies in a
bouquet of 6. What is the smallest number of bouquets of each
kind you will need to buy if you want to have the same number
of each kind of daisies?
Understand:
Plan:
Solve:
Check:
2) There are 16 cows and 24 goats in a ranch. If they will be
grouped separately in the same number, what is the biggest
number of animals in a group?
Understand:
Plan:
Solve:
Check:
4. Discussing new concepts and
practicing new skills # 2
5. Developing mastery(leads to Read the problem inside the box carefully. Find the GCF and the
Formative Assessment 3) LCM. Write your solutions on a separate answer sheet.
Every night, Mang Jonas sells yummy ‘balut’ in the corner of
 Nijaga St. His bestsellers are those that were incubated for 16 and
18 days. To easily choose between the two varieties, he is going to
separate them in 18 and 24 pieces for each basket. What is the least
number of ‘balut’ he needs to place in baskets such that none will be
left over?
6. Finding practical application of Read and analyze each problem very carefully. Then solve. Show
concepts and skills in daily your solutions on your answer sheet.
living 1) A farmer from Baguio supplies two types of carrots, the Imperator
(long roots) and the Nantes (medium length roots). He wants to
place his newly-harvested carrots in baskets of 75 and 100
pieces. What is the smallest number of carrots that he can
equally place inside the baskets?
Understand:
Plan:
Solve:
Check:
2) There are 80 sitaw and 120 pechay seedlings that need to be
planted in a farm. What is the largest number of seedlings that
can be planted equally for each kind in rectangular plots?
Understand:
Plan:
Solve:
Check:
7. Making generalizations and
abstractions about the lesson

8. Evaluating learning Read, analyze and solve each problem. Use a separate sheet of paper
for your solutions.
1) Rey collected three glasses of colored marbles. The first glass has
27 red marbles, the second has 36 green marbles, and the third
has 54 blue marbles. He placed the marbles into a set of boxes of
each kind. What is the greatest number of marbles that he can
put equally inside each box?
Understand:
Plan:
Solve:
Check:
2) A reseller has two packs of crayons, one with 24 pieces and
another with 12 pieces. If the crayons are to be repacked equally
in boxes, what is the greatest possible number of crayons inside
the boxes?
Understand:
Plan:
Solve:
Check:
2. Additional activities for Read and solve the problem. Have your solution on a piece of paper.
application or remediation 1) A number and 42 has a GCF of 6 and LCM of 210.
What is the number?
How many times will you multiply the GCF to get this number?
2) Anna baked two trays of bite-sized chocolate chip cookies, one
has 63
pieces (with banana extract) and another has 42 pieces (with oats)
which
 are packed of equal numbers in plastic packaging. Find the
greatest
number of chocolate chip cookies inside each pack.
A. REMARKS
B. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
that my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover that I
wish to share with other teachers?