BEAM LG Gr.5 Module 1 - MATHEMATICSematics 5 Subsets of Whole Numbers

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Elementary Mathematics Grade Five

Whole Numbers
Module 1 Subsets of Whole Numbers
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Written, edited and produced by Basic Education Assistance for Mindanao, February 2008

ELEMENTARY MATHEMATICS GRADE FIVE
WHOLE NUMBERS
MODULE 1 SUBSETS OF WHOLE NUMBERS
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 7
Basic Education Curriculum Competencies

Year 5 mathematics: Subsets of Whole Numbers
Differentiate odd from even numbers
Give the common factors of given numbers
Identify prime and composite numbers
Find prime factors of a number
Show multiples of a given number by 10, 100
Find the least common multiple of a set of numbers
Tell when a number is divisible by another number (Divisibility Rules)
Objectives
Tell which numbers are odd and which are even.
Differentiate prime and composite numbers.
Find the factors of given numbers.
Identify common factors.
Enumerate multiples of the given numbers.
Tell the least common multiple of 2 or more given numbers.
Give the divisibility rule of numbers.
Essential concepts, knowledge and understandings targeted

Differentiating odd and even numbers, prime and composite numbers.
Even numbers are numbers that can be divided exactly by 2, while odd numbers are
numbers that will give an extra 1 when they are divided by 2. Prime numbers are numbers
with only 2 factors, 1 and itself, while composite numbers are numbers with more than 2
factors aside from 1 and itself.
Identifying factors and common factors of numbers.
Factors are numbers which when multiplied will give a certain number. A common factor is
a number that is a factor of 2 or more numbers.
Describing multiples and least common multiple of numbers.
The multiples of a number are found by taking the product of any counting number and the
given number. Example, the multiples of 3 are 3, 6, 9, 12, etc( these are the products of
3X1, 3X2, 3X3, 3X4, etc.) The least common multiple (LCM) is the smallest multiple
common to those 2 or more given numbers.
Divisibility
Basic Education Assistance for Mindanao

Learning Guide, February 2008

WHOLE NUMBERS
Divisibility means dividing a number without any remainder. A number is divisible by
another number, if after dividing the answer is exact. There are numbers which are
divisible by 2, 3, 4, 5, 6, 7, 8, 9 and 10. A number maybe divisible by more than 1 number.
Specific vocabulary introduced

odd numbers
even numbers
prime numbers
composite numbers
factors
multiples
divisibility rule of numbers
Suggested organizational strategies

Divide the class into smaller groups.
Prepare necessary materials to be used during the teaching and learning activities.
Set up the classroom for group activities.
Opportunities for Integration

Other Subjects
English - Children are given the opportunity to improve their speaking skill through
discussion and reporting. Reading skill is likewise improved by following written directions.
Art Education - Students are given the time to manipulate on shapes.
Science - Some problem situations deals with plants and animals.
Peace Education - Students work cooperatively with other members of the group to
produce group outputs.
Environmental Education - Students maintain cleanliness during group activities.
Multiculturalism
Activities can be participated by all students of different cultures.
Gender Sensitivity
All activities can be participated by both boys and girls.
Activities in this Learning Guide

Activity 1: Agree or Disagree?
Multiple Intelligences
Interpersonal
Verbal/Linguistic


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Skills
Compare and discriminate between ideas
Make choices based on reasoned argument
Interpret facts, compare, contrast
Text Types
Personal Response
Exposition
Activity 2: Here I AM
Interpersonal
Verbal/Linguistic
Logical/Mathematical
Body/Kinaesthetic
Skills
Order, group, infer causes
Observation and recall of information
Text Types
Information Report
Procedure
Activity 3: Numbers All

Naturalist
Interpersonal
Verbal/Linguistic
Visual/Spatial
Intrapersonal
Skills
Compare and discriminate between ideas
Seeing patterns
Solve problems using required skills or knowl5edge


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Text Types
Discussion
Observation
Procedural Recount
Activity 4: Cross-Number Puzzle

Interpersonal
Visual/Spatial
Skills
Mastery of subject matter
Solve problems using required skills or knowledge
Interpret facts, compare, contrast
Text Types
Personal Response
Procedure
Activity 5: Tiling a Floor

Interpersonal
Verbal/Linguistic
Visual/Spatial
Skills
Solve problems using required skills or knowledge
Organization of parts
Use methods, concepts, theories in new situations
Text Types
Discussion
Procedure


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Activity 6: Check Me Now

Interpersonal
Verbal/Linguistic
Intrapersonal
Skills
Observation and recall of information
Use information
Text Types
Information Report
Observation
Personal Response
Key Assessment Strategies

Teacher observation during group activities
Rubric for Assessing Group Performance and Output
Peer Assessment (by comparing and reviewing each other's output)
Student Individual Performance Checklist


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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
Students are expected to have experiences working with whole numbers. These knowledge
is a pre-requisite skill in performing the activities on this topic. To activate this
knowledge, they will perform an activity using the restructured Agree-Disagree strategy.
Strategy
Agree or Disagree (Restructured). 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.


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Materials
enlarged copy of Agree or Disagree Chart, marking pens
Activity 1:Agree or Disagree?

1. Divide the class into 5 groups or as desired. Provide an enlarged copy of Agree or
Disagree Chart to each group. Refer to Teacher Resource Sheet 1, page 14.
2. Motivate the students to think and recall their past learning. Let them check the
Agree column if they are in favor of the idea, Disagree if they are against to it
and Don't Know if they don't have the knowledge yet. This is done on the
BEFORE columns of the chart.
3. Remind them not to place any mark under the AFTER columns yet.
Formative Assessment
Discuss with the students the items they agree, disagree or they don't know yet as
indicated on their charts. This way, all the students will understand each others' work.
Roundup
By carrying out this activity, the teacher will know which items cause problems and may
spend time reinforcing them.
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.
Students are presumed to have understood the concept of whole numbers. On this stage,
they will group numbers accordingly.
Strategy
Cooperative learning Work It Out. This is a teaching strategy in which small teams, with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member is responsible not only for learning what is
taught but also for helping teammates learn, thus creating an atmosphere of achievement.
Students work through the task until all the group members successfully understand and
complete it. (http://edtech.kennesaw.edu/intech/cooperativelearning.htm)
Materials
20 number cards, flip chart/manila paper, masking tape
Activity 2: Here I AM
Prepare sets of number cards . (Refer to Teacher resource Sheet 2, page 15)
Directions:
1. Students will examine all their cut outs and discuss how to group them. Encourage
each member to share ideas. Clearly write the instructions on the flip chart where
they will paste their groupings or you may do this on the board.
2. After grouping the cutouts, they will paste them on a manila paper or flip chart.
3. Instruct them to post their work on the board for everyone to see.


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4. Then, call students from any group with different grouping to share how they
group their cutouts.
Students' participation and group output can be observed during the activity.
Roundup
It is important to check further if all the students have grouped the numbers accordingly
and have given a reason/s on how they grouped them.
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.
On this stage, they will perform a series of activities that would make them gain
knowledge on the subsets of whole numbers like odd and even numbers, prime and
composite numbers, common factors and least common multiples of 2 numbers. They will
be able also to give the divisibility rules of numbers.
Strategy: Cooperative Learning

Community Circle. This strategy allows discussion on issues. Students may sit on the floor
or chairs facing each other. Observe the 3C's; Cares, Concerns and Celebrations. Reluctant
members can be encouraged using the think time, talking sticks.
Think Pair Share. This strategy allows groups to reach consensus, check understanding or
this can be used as an introductory activity.
First, students think individually about an issue, question or problem and record response.
Next, shares ideas with a partner, discuss and record what had been shared. Then, share
with the whole group to reach consensus.
Materials
5 bags (20 pebbles in each bag), square cutouts, number cards from 1-10, activity sheets
Activity 3: Numbers All

Task-1: Odd or Even
Give a bag of 20 pebbles to each group and the activity sheet. Refer to Student Activity 3
Task 1, page 17. Students will discover the numbers which can and cannot be paired. All
members of the group will take turn in doing this. Reluctant members should be encouraged
to take his/her turn in doing the activity. Remind the group to continue performing Tasks A
and B on their activity sheet.
For Tasks C and D, give each group a pack of 5 number cards. You may use the 1-digit
number cards in Activity 2 or you may prepare another set.
Let each group post and report their outputs.
Task 2: Prime and Composite
Prior to the activity, prepare square cutouts and give ten pieces to each group. Refer to
Teacher Resource Sheet 3, page 20.
Instruct them to form a square or rectangular shapes in different ways using 2 cutouts
first. Then, let them count the number of rows and columns of each formed shape and

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write them on the appropriate columns of the table on the activity sheet. They will then
form a multiplication sentence out of these numbers and write this on the third column.
Refer to Student Activity Task 2, page 21 for further instruction.
Task 3: Multiples
Prepare the activity sheet with pictures. Refer to Student Activity 3- Task 3 sheet on page
25. Instruct the students to study the pictures on their activity sheet carefully. Then, they
will complete this by following the given instructions. Any group with different answers
will be asked to explain their output.
Task 4: Divisibility
Give a set of task cards to each group. Refer to Teacher Resource Sheet 4, page 28. Each
member or pair will work on one task. Then, they will share their output with another
student or pair and with the whole group. After which, let them summarize their findings
by answering the Activity 3-Task 4, Divisibility rules, on page 32.
Randomly, the teacher may call students to identify numbers as either odd or even and
find the multiples and the least common multiples of 2 numbers. They may be asked also
to give 3 or 4 numbers, their multiples and the LCM.
Observation of student's participation during the group activity should be done also. A
Student Individual Performance Checklist on page 38 maybe used.
A rubric for assessing group output may also be used. Refer to the rubric on page 38.
Roundup
Results of the activities will assist the teacher to determine if the students have gained
skills on identifying odd and even numbers, prime and composite numbers and finding the
common factors and the least common multiples of 2 numbers. He/She will further know if
the students can state the divisibility rules of numbers. Enrichment activities may be given
if necessary.
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.
After performing a series of activities on the different tasks, the students are expected to
have gained the necessary knowledge and understanding of the topic. These will be
checked further on this stage through the given exercises.
Strategy
Puzzle Game. This strategy aims to exercise one's mind. Usually, a problem is given to test
one's skill or ingenuity. The end results mirror the performance of the individual member
as they enthusiastically contribute to their group answers.
Materials
puzzle cards
Activity 4: Cross-Number Puzzle

Distribute the puzzle cards. Students will work by pair or group of 4. Refer to
Student Activity 4, page 33.

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Directions:
1. Each pair/small group will think of the different factors/concepts learned in
finding the solution to each problem. Then, they will fill in the puzzle card
accordingly.
2. Instruct them to compare their finished puzzle with another pair/group and
make necessary corrections or agreements if there are any. Then, they will
compare outputs again with another pair. This is done until all the puzzle
cards have been compared within the whole group.
3. Any member from each group may be asked to answer a question based on
the puzzle.
Note: Please refer to Teacher Resource Sheet 5, page 34 for the answer to
the puzzle.
Peer assessment maybe done as the students exchange, compare and discuss each other's
puzzle cards.
Teacher may use the Student Individual Performance Chart on page 37 to assess
individual/pair participation and outputs.
Roundup
Students are hoped to have a good understanding on the topic, Subsets of Whole Numbers.
It is important to further check and settle some difficulties of students if there are still
any through additional exercises.
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.
This stage challenges the students to draw connection and apply what they learned to real
life experiences.
Strategy
Consider All Factors (CAF). A thinking tool that promotes consideration of all factors
involved. This encourages students to think about the factors involved when thinking about
something.
Materials
square cutouts, manila paper/flip chart
Activity 5: Tiling a Floor

Distribute 60 or more square cut outs to each group. Refer to Teacher Resource Sheet 6,
page 35. Instruct them to use the cut outs to perform the tiling activity. Let them discuss
the directions stated on Student Activity Sheet on page 36. You may guide them to do this.
A rubric for assessing the group performance and output may be used on this activity.
Refer to the suggested rubric on page 38.

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Roundup
Students are hoped to have gained understanding on the practical application of the
concept of odd and even numbers, prime and composite numbers, factors and multiples,
and divisibility rules. Enrichment activity maybe given if it is needed.
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.
It is expected that the students have acquired the knowledge and deeper understanding of
the whole topic. This stage checks what they learned about the concepts considered in the
different activities. This time, they will complete the Agree and Disagree Chart by
checking on the AFTER columns.
Strategy
Agree Disagree (Restructured)- A Revisit. This strategy will be used to evaluate the
knowledge just acquired. This will guide the teacher if the students have deeper
understanding on the concepts discussed.
Materials
Agree Disagree Chart used in Activity 1 and marker
Activity 6: Check Me Now

Let the students go back to their grouping in Activating Prior Learning. Give them back the
Agree Disagree chart they used in the first activity. Instruct them to finish filling in the
chart by checking appropriately each statement on the AFTER columns. Then, let them
post their work.
The teacher will check if there is any disagreement and discuss those statements that
need clarification.
Students' performance maybe assessed using the chart that they had accomplished.
A short discussion maybe done for any concepts they missed in the AFTER columns.
Roundup
Students are hoped to have gained the knowledge of the different lessons on the topic,
Subsets of Whole Numbers. It is important that the students' misconceptions and
difficulties will be checked by giving further enhancement activities.
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:

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Teacher Resource Sheet 1

Agree or Disagree Chart (Restructured)
BEFORE
Statements
AFTER
Agree Disagree Don't Agree Disagree Don't

Know
Know
1) Each digit in a numeral has a specific place value.

2) The place value of 2 in 425 is hundreds.
3) Numbers can be written in symbols and in words.
4) 6,578 is a 5-digit numeral.
5) 385 is lesser than 299.
6) We can count numbers by 2's, 3's, 4's,5's, etc.
7) The Roman numeral for 10 is L.
8) First (1st), second (2nd), third (3rd), etc. are
ordinal numbers.
9) Numbers that are added are called factors.
10) 5,400 1,742 = 3,658
11) 1 is a prime number.
12) The prime factors of 8 are 2 and 4.
13) Numbers that are not paired are odd numbers.
14) Numbers that end in 2, 4, 6, 8 and 0 are even
numbers.
15) Numbers that are multiplied are called factors.
16) Numbers whose only factors are one and the
number itself are prime.
17) A number is divisible by 9 if the sum of its digits
is divisible by 3.
18) Even numbers are divisible by 2.
19) The multiples of 5 are 5, 10, 15, 20, 25, 30, etc.
20) The least common multiple(LCM) of 4 and 5 is 20.

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Number Cards for Activity 2
Directions:
Below is a set of 20 number cards. Cut each card and give 1 set to each
group.
21 101
23 8 28
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103 11 25
13 105 15
16 26 18
106108
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Student Activity 3
Numbers All
Task 1
Odd or Even
Objective:
Tell which numbers are odd and which are even.
Materials: a bag of pebbles and number cards

Directions: Discover the numbers which can be arranged in pairs and those which
cannot. All members of the group should take turn in doing this.
A) 1. Arrange yourselves to form a circle so that all the members will face
each other.
2. The first member will get a pebble or a number of pebbles from the
bag and count them.
3. After which, pair them or group them by two's.
4. Now, look at the table and find the number that corresponds to the number of
pebbles you picked.
5. Opposite to it, write either pair if the pebbles can be completely paired or
not pair if the number of pebbles can not be paired completely.
6. Then, return the pebbles in the bag.
7. The next member will do the same. But if he/she gets the same number of
pebbles as the first member, he/she should return them and do another try.
Then, he/she will do what the first member did by following steps 3 to 6.
8. Then, the next member will do the same.
9. Continue doing the steps until all the numbers from 1-20 in the activity
sheet has been identified as either pair or not pair.
10.If you have difficulty in following the directions, you may request the help of
your teacher.

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Table 1 Pair or Not Pair

Number of pebbles
Pair or not pair
Number of pebbles
11
12
13
14
15
16
17
18
19
10
20
Pair or not pair
B) Now, write all the numbers which can not be paired starting from the least to
the greatest inside box A below.
A - Not paired:
These numbers are odd numbers.
What are odd numbers? ____________________________________________
Give 10 more odd numbers after 20. Write them inside the box below.
Now, look at your table again. Write inside box B below those numbers which can
be paired in ascending order.
B - Paired:
These numbers are called even numbers.
What are even numbers? ___________________________________________
Give 10 more even numbers after 20. Write them inside the box below.

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C) Observe the digits in the unit or ones position in each group.

In what digits do even numbers end? ______________________________
What about the odd numbers? _______________________________
D) This time, you will be given 5 number cards.
Using these cards, form at least 5 odd and 5 even numbers. You may rearrange the
digits the way you want to form different 5-digit numbers. See to it that each
number has 5 digits. Write the numbers that you form appropriately in the table
below.
Odd Numbers
Even Numbers
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.

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for Activity 3 Task 2
Square Cut outs
Directions:
Below is a set of shapes to be used in Task 2. Cut each shape and give 1 set
to each group.

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Student Activity 3
Task 2
Prime and Composite
Objectives:
1. Find the factors of a number using the cutouts.
2. Identify the common factors of the given numbers.
3. Differentiate prime and composite numbers.
Materials: 10 pcs. square cutouts and activity sheet
Directions:
1. Form as many squares or rectangular shapes as you can using the cutouts.
Start with 2 cutouts first.
2. Count the number of rows and columns. Write these in the appropriate
columns in Table 1 of your activity sheet .A sample figure inside the box
below is given.
3. Next, write a multiplication sentence in the next column of the table.
Then, list down the factors in the last column.
4. Now, use 3 cutouts and do steps 1 to 3.
5. This time, use 4 cutouts. Repeat steps 1 to 3. Discover more shapes using
the 4 cutouts.
6. Complete the table by using 5, 6, 7, 8, 9, and 10 cutouts. Try to discover
other shapes using the same number of cutouts. Extra rows are provided in
the table for additional shapes that you will form.
7. If you are done, post your work on the designated corner of the room.
Using the Gallery Walk strategy, you will move around and compare each
others' outputs.
Sample figure for 6 cutouts:
1
2 3
1
2
In this example, there are 2 rows and 3 columns. So, the

multiplication sentence is 2 X 3 = 6. 3 and 2 are factors of 6.
Can you rearrange the 6 cutouts to form another square/rectangle?
How many rows and columns will there be? What will be the other
factors of 6?

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Table 2 - Factors
Number of square
cutouts used
Number
of rows
Number of
columns
Multiplication
sentences
Factors
10
Observe the factors of numbers 2 to 10 on the last column of table 2.

There are numbers which have only 2 factors, 1 and the given numbers.
There are also numbers with other factors aside from 1 and itself.
Now, continue answering exercises A and B on the next sheet.

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A) Rewrite all the numbers with factors of 1 and itself on the first column of Table
3 below and those with other factors aside from 1 and itself on the second column.
Table 3
Numbers with factors 1 and itself
These numbers are PRIME.
Numbers with other factors aside from 1

and itself
These numbers are COMPOSITE.
B) Now, describe:
Prime numbers
________________________________________________________________________
______________________________________________________________
Composite numbers
________________________________________________________________________
______________________________________________________________
C) Write 5 more examples of prime and composite numbers greater than 20 in the
appropriate space below.
Prime numbers

Composite Numbers
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D)
1. Enumerate all the factors of the numbers indicated in the first column of
the table below. Write them in the second column.
2. Then, write all their prime factors on the third column.
3. Observe the factors in the second column. Then, on the last column, write
all the factors that are found in both numbers that are specified. These are
their common factors.
Numbers
Factors
Prime Factors
Common Factors
10 and 12
10
12
20 and 24
20
24

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Student Activity3
Task 3
Multiples
Objectives:
Enumerate the multiples of the given numbers.
Identify the least common multiple.
Directions:
A) Study the pictures below. Then, follow the indicated directions.
1. Find the number pattern. Then, identify which flowers in the figure below
will the butterfly drop by before it can join the group of butterflies. Draw an
arrow connecting these flowers.
2. Write inside the box the numbers that are found on the flowers where the
butterfly dropped by.
These numbers are multiples of 2.
3. Aside from the numbers you had just placed in the box above, list down 5
more multiples of 2. __________________________
Now, look at the figure below. Which flowers will the butterfly drop by
before it can join the group of butterflies? Find the pattern. Draw an arrow
connecting these flowers.
4. Write the numbers that are found on the flowers where the butterfly
dropped by.

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These numbers are multiples of 3.

5. Aside from the numbers you had just placed in the box above, list down 5
more multiples of 3. __________________________________
6. Which flowers do both butterflies dropped by in the 2 pictures?
These are the common multiples of 2 and
3.
7. Starting from 20, list down 10 more multiples of 2 and 3. Then encircle
their common multiples.
2:
______________________________________________________
3:
______________________________________________________
B) Give at least
10 multiples of
4. ___________________________________
10 multiples of
5. ____________________________________
Now, encircle the common multiples of 4 and 5. Then, cross out the least common
multiple (LCM).

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C) Follow the directions below for the next task.

Directions:
Find the least common multiple of each pair of numbers inside the box below.
Then, connect the least common multiples of the given pairs of numbers to form a
figure on the right. Start from number 1 up to 10.
Enhance your figure by putting additional parts. Then, name it!
1) 2 and 4
2) 3 and 2
3) 3 and 4
4) 12 and 8
5) 60 and 15
6) 8 and 32
7) 100 and 10
8) 5 and 4
9) 25 and 10
10) 25 and 5
Name of the figure

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Task Cards
Directions:
Below is a set of task cards. Cut each card and give 1 set to every group.
Depending on the number of members in a group, one student or pair
will work on 1 task card. Then, the group will collate their output by
completing the Activity Sheet 3, task 4.
Divi de the numbers below by 2

2 2 =___
8 2= ____
4 2 = ___
10 2= ___
6 2= ___
12 2 = ____
What kind of numbers are 2, 4, 6, 8,10 and 12? _______
What kind of numbers are divi sible by 2?_____________
When is a number divi sible by 2? ______________
_______________________________________________

123 3 = ____ 126 3 = ____ 339 3 = ____
Add all the digits of each number. Example: For 123:1+2+3=6
Is the sum of all the digits divi sible by 3? ________
When is a number divi sible by 3? _______________
___________________________________________________

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12 4 = ____ 416 4 = ____
312 4 = ____ 324 4 = ____
Examine the last 2 digits of the numbers.
Are the last 2 digits divi sible by 4? _____
When is a number divi sible by 4?________
________________________________________________

10 5 = ____ 25 5 = ____ 15 5 = ____
30 5 = ____ 35 5 = ____
Look at the last digit (unit position) of each number.
When is a number divi sible by 5? ___________
_________________________________________________
_________________________________________________

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Divi de the numbers below by the indicated numbers

12 2 =___ 12 3=___ 18 2=___18 3 =___
12 6=___
18 6=___
Are the numbers divi sible by 2 and 3
also divi sible by 6? ___
When is a number divi sible by 6? ________________
_______________________________________________
_______________________________________________
Divi de the numbers by 8

(For greater numbers)
1,016 8 = ____1,832 8 = _____

1,168 8 = ____ 4,176 8 = ____
Can you divi de exactly the last 3 digits by 8? _______
When is a number divi sible by 8? _________________
___________________________________________________

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351 9 =___ 9,180 9 = __ 486 9 = __ 1,728 9 = ____
Add all the digits of each number.
Example: in 351: 3 + 5 + 1 = 9
Is the sum of all the digits divi sible by 9? ______
When is a number divi sible by 9? __________
_________________________________________________

10 10= ___ 1,000 10 = ____
20 10 = ___ 1,520 10 = _____
Look at the last digit of each number.
Describe it.
When is a number divi sible by 10? _________
____________________________________________________

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Student Activity 3
Task 4
Divisibility Rules
Objective: Write the divisibility rule of a number.
Materials: task cards and activity sheets
Directions: After working on your individual task using the task cards, review and
discuss each other's output. Finally, do the activity below as your group output.
Write the Divisibility Rule for each number.
A whole number is
divisible by:
(Please indicate the condition/s below.)
if:
2
3
4
5
6
8
9
10

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Student Activity 4
Cross-Number Puzzle
Directions:
Solve the puzzle below by giving the correct number as described by each
statement.
Down:
Across:
1. 1 and ___ are factors of 18.

2. The least common multiple of 8 and 10
3. The lowest 2-digit number which is a
multiple of 3
4. The common factor of 10 and 20
5. An odd and composite number whose
factors are 11 and 3.
6. An even and prime number
7. A two-digit prime number
8. The least common multiple of 3 and 10.
9. The common factor of 25, 50 and 100.
10. The prime factor of 4.

1. The smallest even number which is divisible

by 2 and 5
2. An even number between 35 and 45 that ends
in zero
3. A common multiple of 10 and 100
4. The least 2-digit number divisible
by 2, 3 and 6.
5. A multiple of 10 which is less than 40
6. An odd number which is divisible by 7
7. An odd number divisible by 3 and 5
8. A prime number which is greater
than 30 but less than 35.
9. A number divisible by 2, 4, 5, 10 and 20
10. A prime number divisible by 2
33

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Cross-Number Puzzle
This is the completed puzzle for teacher reference

34

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for Activity 5
Floor Tiles
Directions:
Prepare cut outs of these squares. Provide 60 or more cutouts per group.
Instruct each group to use the cut outs in solving their problem situation stated on
the activity sheet.
For better understanding, explain to the whole class how each group will do the
activity.

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Student Activity 5
Tile the Floor
Objective:
Solve problems.
Directions:
1. Discuss the situation among yourselves. Plan how to solve it using the cut
outs as tiles and the flip chart as the toilet floor.
2. Paste the cutouts to form each floor plan as indicated in a to e below. Then,
indicate the measure of each side by writing the number of cutouts.
Situation:
Hamman is a skillful carpenter in their barangay. He is always
the
choice of the residents to repair and build their houses.
Recently, he was hired to construct a toilet for Mr.Samaludin's
house.
To decide the shape of the toilet floor, Hamman needs your help
to do a trial tiling of the toilet floor plan.
To do this, follow the instructions below.
Tile a floor whose:

a) sides are equal.
b) sides are even numbers.
c) one side is odd and the other is even.
d) both sides are divisible by 2, 3 and 6.
e) one side is a prime factor of 8 and the other side is the least
common multiple of 3 and 4.

36

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Student Individual Performance Checklist

Names
Differentiates
odd and even
numbers
Differentiates
prime and
composite
numbers
Finds
Finds prime
factors of factors of
the given
the given
numbers
numbers
Finds the
least
common
multiples
Applies
divisibility
rules
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

37

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Rubric for Assessing Group Performance and Output

Criteria
Very Satisfactory
Satisfactory
Cooperation
Members consistently
and actively work
towards group goals
without being told.
Members work towards

group goals without
being told.
Members work
towards group goals
only when told.
Participation
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.
Group output
Total

Needs
Improvement
1
38

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Attachment
Even and Odd Numbers
Even numbers can be divided evenly into groups of two. Example, number four can
be divided into two groups of two. There is no remainder. Even numbers are paired
numbers.
Odd numbers can NOT be divided evenly into groups of two. Example, number five
can be divided into two groups of two with a remainder of one. Odd numbers are
not paired.
Prime and Composite
Prime numbers are whole numbers with only 2 factors, one and the number itself.
Example, number 7 has only 2 factors, 1 and 7 (1 X 7)
Composite numbers are whole numbers with more than 2 factors. Example,
number 8 has 4 factors, 1, 2, 4 and 8 (1 X 8 and 2 X 4)
One (1) is neither a prime nor composite number.
Two (2) is the only prime number that is even.
Factors and Multiples
Factors are numbers which when multiplied will give a certain number.
For example, if we want to find the factors for 32, 1 X 32 = 32, 2 x 16 = 32, 4 x 8 =
32, so 1, 32, 2, 16, 4 and 8 are factors of 32.
A common factor is a number that is a factor for two or more products.
Example:
Factors of 32: 1, 2, 4, 8, 16 and 32
Factors of 16: 1, 2, 4, 8 and 16.
The common factors of 32 and 16: 2, 4, 8 and 16. (1 is not included as the common
factor because it is a factor for all numbers.)
Factors
Factors when multiplied give a certain

number
2 and 3
2X3=6
8 and 5
8 X 5 = 40
1 is always a factor of any number.

2 is a factor of all even numbers.
Any number is always a factor of itself

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The multiples of a whole number are found by taking the product of any counting
number and that whole number. For example, to find the multiples of 3, multiply 3
by 1, 3 by 2, 3 by 3, and so on. To find the multiples of 5, multiply 5 by 1, 2, 3, and
so on. The multiples are the products of these multiplications. Some examples of
multiples can be found below. In this example, the counting numbers 1 through 10
are used. However, the list of multiples for a whole number is endless. The ... at
the end of each list below means that the list really goes on forever.
Example
Find the multiples of the whole number 4
multiplication
4X1
4X2
4X3
4X4
4X5
4X6
4X7
4X8
4X9
4X10
multiples of 4
12
16
20
24
28
32
36
40
The multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 40, ....
Divisibility
Divisibility means dividing a number without any remainder.
A number is divisible by another number if after dividing a greater number by the
smaller number, the answer is exact.
A number maybe divisible by more than 1 number.
6 is divisible by 2, 3 and 6.
6 2 = 3, 6 3 = 2, 6 6 = 1
Sources: http://www.mathgoodies.com/lessons/vol3/htm
http://www.bmcc.edu/virtual_docs/MathTutorials/Numbers/n-gcf.htm
http://www.mathgoodies.com/lessons/vol3/lcm.html
Discovering Math for Global Learners Grade V and VI

40

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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
41

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Elementary Mathematics Grade Five

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Specific vocabulary introduced

Suggested organizational strategies

Opportunities for Integration

Activities in this Learning Guide

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 3: Numbers All

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 4: Cross-Number Puzzle

Activity 5: Tiling a Floor

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 6: Check Me Now

Key Assessment Strategies

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

1. Activating Prior Learning

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 1:Agree or Disagree?

2. Setting the Context

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

3. Learning Activity Sequence

Strategy: Cooperative Learning

Activity 3: Numbers All

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

4. Check for Understanding of the Topic or Skill

Activity 4: Cross-Number Puzzle

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

5. Practice and Application

Activity 5: Tiling a Floor

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 6: Check Me Now

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Teacher Resource Sheet 1

Agree Disagree Don't Agree Disagree Don't

1) Each digit in a numeral has a specific place value.

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Teacher Resource Sheet 2

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Tell which numbers are odd and which are even.

Materials: a bag of pebbles and number cards

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Table 1 Pair or Not Pair

Pair or not pair

Pair or not pair

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1,016 8 = 1,832 8 = _