KHARISMA BANGSA ELEMENTARY SCHOOL

LESSON PLAN
ACADEMIC YEAR 2019 – 2020

SUBJECT : Mathematics
GRADE :6
SEMESTER :1
DATE : July 24th and 25th, 2019

THEME/UNIT 1A 2. Multiples, factors and primes

LESSON TOPIC  Multiples of a number

 Factors of a number

TIME ALLOTMENT 2 x 35 minutes

STANDARD
 Perform integers counting operations to solve problems
COMPETENCE

BASIC  Use the properties of counting operations, including mixed operations, LCM
COMPETENCE and GCF.

INDICATOR  6Nn6 – Find factors of two-digit numbers

 6Nn7 – Find some common multiples (e.g. for 4 and 5)

LEARNING  By playing game ‘Mathematics Orchestra’, students can define the factors and
OBJECTIVES multiples of a number correctly

TEACHING Games, discussion, question and answer

METHOD

TEACHING  Learner’s Book Mathematics 6

/MATERIALS  Teacher’s Resources Book Mathematics 6
RESOURCES  Games Book Mathematics 6

TEACHING OPENING (5 minutes)

ACTIVITIES
 Students greet the teacher and pray before study.
 Teacher takes attendance and ask the students condition.
 Teacher explains what will they learn today and motivates students to take part
actively in the class.
MAIN ACTIVITY (55 minutes)
 Teacher explains how to play mathematical orchestra. Sit 5 learners on chairs
facing the class. Number these learners 1 to 5, and inform them that they are
members of mathematical orchestra. Explain that teacher is the conductor and
student’s job is to slowly count the beat with up/down movements of teacher’s
hand.
 Instruct student number 1 to stand and immediately sit down on each beat,
then instruct student number 2 to stand and immediately sit down on beats 2,
4, 6 … (the multiples of 2). Then tell student number 3 to stand on beats 3, 6,
9, … (the multiples of 3), learners number 4 to do so on beats that are multiples
of 4, and learners number 5 to do so on beats that are multiples of 5. Practice
 together first so that students understand. Practice the count to 8 beats, or
beyond. Look at the diagram to beat 8.
 Direct questions to the rest of the class such as:
a. Can you predict how many learners will stand on count 10?
b. Which numbers do they represent?
c. What is the relationship between these numbers?
 Establish the definition of multiples and factors, then issue a challenge “when is
the first time four students will stand together?”
 Ask learners from the orchestra to sit back down and ask the class to discuss
in groups “when is the first time all five learners will stand together? How do
you know?”. Discuss the answers and reasons as a class.
 Tell students that it can be useful to know all the factors of a number. Ask
students what strategies they would use to find all the factors of 24.
 If students cannot come up with their own ideas, then suggest the following:
a. “Start with the lowest number, 1 is always a factor of a whole number.”
b. “What is the partner of 1?” “the number itself will also always be a factor”
c. “What about 2?”
d. “What is 2’ partner?”
e. “What about 3?”
f. “Continue in this way to find all possible pairs”
g. “Is there any point in continuing any further? Why not?”
h. “Record the result systematically, for example {1, …, 24} then {1, 2, …,
12,24} and so on until you reach the middle.
 As groups of learners to discuss the general statement “the larger number, the
more factors it has”. Ask them to consider some test pairs, for example 16 and
27, 12 and 20. Students should first predict which number will have the most
factors, and then they can calculate all the factors for each number to the test
statement.
 Discuss the result as a class. Is general statement correct? Or did someone
find a counter-example?
CLOSING (10 minutes)
 Check up the students understanding about multiples and factors, by asking
some questions:
a. Here are four numbers: 3, 4, 7 and 12. Which of these numbers are factors
of 12?
b. I am thinking of a number between 20 and 40. It is a multiple of 5 and a
multiple of 7. What number am I thinking of?
c. How can you be sure you have found all the factors of a number?

SUBJECT Multiple  a number that can be divided exactly by another number, start at 0 and
SUMMARIES count up in steps of the same size and you will find numbers that are multiples of
the step size. For example, 3, 6, 9, 12, … are multiples of 3.
Factor  a whole number that divides exactly into another number. From
example, 1, 2, 3 and 6 are the factors of 6.
General statement  a statement that does not use particular examples, e.g. “two
odd numbers added together give an even number”.
Counter-example  an example that shows a general statement is wrong.
ASSESSMENT Assessment technique:
Practice
Type of assessment:
Performance observation and exercises
Instrument of assessment:
Daily score list

TEACHER’S NOTE

APPROVED BY PREPARED BY
PRINCIPAL SUBJECT TEACHER

SITI ZUBAIDAH S.Pd., M.Si. RIDWAN SUMITRO, B.Sc.