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LEARNING GUIDE
Grade VI - Mathematics
Rational Numbers
Module 6: Number Theory
COPYRIGHT NOTICE
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any work of the Government of the Philippines. However, prior approval of the
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exploitation of such work for profit. This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
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be clearly acknowledged.
Written, edited and produced by Basic Education Assistance for Mindanao, August 2008
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
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.
Background or purpose
At this stage, students will find and enumerate the factors and multiples of 2 to 3
numbers.
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
Formative Assessment
Check the students' outputs.
Roundup
It is hoped that students had enumerated the factors and multiples of 2 to 3 numbers
correctly.
Background or purpose
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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Materials
enlarged Agree or Disagree chart (refer to Teacher Resource Sheet 2 on page 20).
marking pen
Formative Assessment
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.
Background or purpose
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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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
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Formative Assessment
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.
Background or purpose
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
Formative Assessment
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.
Background or purpose
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
CHOOSE
USE
INTERPRET
Materials
activity sheet (refer to Student Activity 7 on page 29), manila paper, pen, masking tape.
Formative Assessment
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.
Background or purpose
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
Formative Assessment
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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16
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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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Disagree
AFTER
Don't
know
Agree
Disagree
Don't
know
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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 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.
Give at least 5 more examples to test your statement.
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Task 4
When is a number divisible by 5. Formulate a general
statement that describes the divisibility.
Give at least 5 more examples to test your statement.
Task 5
Are the numbers divisible by 2 and 3 also divisible by 6?
Prove your answer.
Now, formulate a general statement that describes the
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?
Now, formulate a general statement that describes the
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.
Now, formulate a general statement that describes the
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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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:
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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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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Context
3. Learning
Activity Sequence
4. Check for
Understanding
5. Practice and
Application
6. Closure
Strategies
Materials and
planning needed
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