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Mathematics
Quarter 1 – Module 2:
Using Divisibility Rules for 3, 6,
and 9 to Find Common Factors
Subject Area– Grade 5
Self-Learning Module (SLM)
Quarter 1 – Module 2:Uses Divisibility Rules for 3, 6, and 9 to Find Common Factors
First Edition, 2020

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Writers: Isidro E. Carvajal, T- III
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Mathematics
Quarter 1 – Module 2:
Using Divisibility Rules for 3, 6,
and 9 to Find Common Factors
Introductory Message
For the facilitator:

Welcome to the Mathematics 5Self-Learning Module (SLM) onUses Divisibility Rules

for 3, 6, and 9 to Find Common Factors!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 5Self-Learning Module (SLM) on Uses Divisibility Rules

for 3, 6, and 9 to Find Common Factors!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will help

you transfer your new knowledge or skill in
real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Uses Divisibility Rules for 3, 6, and 9 to Find Common Factors. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Applying rules in determining divisibility of numbers by 3, 6 and 9
 Lesson 2 – Using divisibility rules of 3, 6 and 9 to find common factors

After going through this module, you are expected to:

1. applies rules in determining divisibility of numbers by 3, 6 and 9;
2. uses divisibility rules of 3, 6 and 9 to find common factors.

What I Know

This part includes an activity that aims to check what you already know about the
lesson to take. If you get all the answers correct (100%), you may decide to skip
this module.
Directions: Determine which numbers are divisible by 3, 6, and 9. Put a check in
theproper column.
Table 1: Divisibility by 3, 6 and 9

Divisible by
Number
3 6 9
1) 315
2) 216
3) 906
4) 210
5) 270
6) 552
7) 1002
8) 2430
9) 1176
10) 696

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 Lesson Applying Rules in
1 Determining Divisibility of
Numbers by 3,6 and9
In this lesson, the learner will be able toapply rules in determining the divisibility of
numbers by 3, 6 and 9.

What’s In

How do you know if a number is divisible by 2, 5 or 10?

Directions: Place checkmark under the column to indicate that the number on
the left is divisible by the numbers on the upper part.

Table 2: Divisibility by 2, 5 and 10

Divisible by
Number
2 5 10
1. 4000
2. 4124
3. 875
4. 726
5. 5270

Notes to the Teacher

If the learner gets a perfect score (100%) in the review, then
he/she can proceed to the next activities of this module, otherwise,
the learner can repeat answering and continue.
Also, all activities written here must be answered with
utmost honesty and accuracy.
Enjoy reading and have fun!

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 What’s New

How do you know if a number is divisible by 3, 6 and 9?

Divisibility Rule for 3, 6 and 9

 Divisibility rule for 3
A number is divisible by 3 if the sum of all the digits is divisible by 3.

 Divisibility rule for 6

If a number is divisible by both 2 and 3, then it is divisible by 6.

 Divisibility rule for 9

A number is divisible by 9 if the sum of all the digits is divisible by 9.

What is It

Study the problem:

The school janitors are setting up 297 monoblock chairs in the

hall for the Students’ Council Meeting. They are planning to arrange
the chairs in either row of 3, 6 or 9. Which among the 3 arrangement is
possible?

a. If you were one of those who will arrange the chairs, what would you do?
Is there an easier way?
b. Using the divisibility rules will help in identifying if a number is divisible
by another number without actual division.

Example 1: Is 297 divisible by 3?

Step 1: Add the all the digits
2 + 9 + 7 = 18
Step 2: Divide the sum by 3
18 ÷ 3 = 6
Therefore, 297 is divisible by 3

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 Example 2: Is 297 divisible by 6?
Step 1: Determine if 297 is divisible by 2
(297 - the ones digit is odd,
Thus, 297 is not divisible by 2)
Step 2: Add the all the digits
2 + 9 + 7 = 18
Step 3: Divide the sum by 3
18 ÷ 3 = 6
297 is divisible by 3 but NOT divisible by 2
Therefore, 297 is NOT divisible by 6

Example 3: Is 732 divisible by 6?

Step 1: Determine if 732 is divisible by 2
( 732 - the ones digit is even
Thus, 732 is divisible by 2)
Step 2: Add the all the digits
7 + 3 + 2 = 12
Step 3: Divide the sum by 3
12 ÷ 3 = 4
Therefore, 732 is divisible by 6
because it is divisible by both 2 and 3.

Example 4: Is 297 divisible by 9?

Step 1: Add the all the digits
2 + 9 + 7 = 18
Step 2: Divide the sum by 9
18 ÷ 9 = 2
Therefore, 297 is divisible by 9.

What’s More

Directions: Put a check under the correct column applying the rules for divisibility.

Table 3: Divisibility by 3, 6 and 9

3 6 9
1) 615
2) 120
3) 864
4) 4761
5) 936

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 What I Have Learned

 When is a number divisible by 3, 6 or 9?

The first number is divisible by a second number (3,
6 or 9) when it can be divided exactly or when the remainder
is zero. The second number then is called a divisor or a
factor of the first number.

 To test the divisibility we apply the following rules:

3 - If the sum of all the digits is divisible by 3 then the

number is divisible by 3.

6 - A number is divisible by 6 if it is an even number and

the sum of all the digits is divisible by 3; or if the
number is divisible by both 3 and 6.

9 - A number is divisible by 9 if the sum of its all digits

is divisible by 9.

What I Can Do

Solve the problem.

Ben is willing to give a reward to whoever guesses his age this year. His
clues state that his age is divisible by 6 and is a multiple of 9 and that he is
less than 51 years old. How old is Ben?

Assessment
A. Directions: Using thedivisibility rule of 3, 6 and 9; answer the following
questions.
1. Which number is divisible by 3?
a. 87
b. 97
c. 346
d. 520

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 2. 477 is divisible by what number/s?
a. 3 and 6
b. 6
c. 9
d. 3 and 9
3. Choose the number which is divisible by both 3 and 6?
a. 154
b. 402
c. 523
d. 3140
4. 5040 is divisible by what number/s?
a. 3
b. 6
c. 9
d. 3, 6 and 9
5. Which number is divisible by 6?
a. 532
b. 207
c. 924
d. 1041

B. Directions: Using the divisibility rule, encircle the numbers whose factor
is the given number before each item.
( 3 ) 1. 84 346 57 264
( 9 ) 2. 299 627 657 846
( 3 ) 3. 312 799 843 589
( 6 ) 4. 378 216 1953 117
( 6 ) 5. 774 357 296 346

Additional Activities

Directions: Using the divisibility rule, write at least 10 numbers between 2000 to
2100 whose factors are 3, 6 or 9 and write your answer on the table.

Divisible by
3 6 9

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What’s More
Check on
1. 3
2. 3 and 6
3. 3, 6 and 9
4. 3 and 9
5. 3, 6 and 9
Assessment What’s In
What I Know
A. Check on
Check on
1. A 1. 2, 5 and 10
2. D 2. 2 1. 3 and 9
3. B 3. 5 2. 3, 6 and 9
4. D 4. 2 3. 3 and 6
5. C 5. 2, 5 and 10 4. 3 and 6
B. 5. 3, 6 and 9
1. 84, 57, 264 6. 3 and 6
2. 657, 846 7. 3
What I Can Do 8. 3, 6 and 9
3. 312, 843
9. 3 and 6
4. 378, 216
10. 3 and 6
5. 396  Ben 36 years old
Answer Key
 What I Know

Directions:Encircle the common factor/s of the givenpairs of numbers.

Pairs of Numbers Common Factor/s

1. 18 and 24 3 6 9
2. 36 and 33 3 6 9
3. 54 and 30 3 6 9
4. 72 and 27 3 6 9
5. 99 and 81 3 6 9
6. 60 and 36 3 6 9
7. 105 and 345 3 6 9
8. 321 and 423 3 6 9
9. 540 and 198 3 6 9
10. 114 and 750 3 6 9

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 Lesson Using Divisibility Rules of
2 3, 6 and 9 to Find
Common Factors

What’s In

Directions: Determine which numbers are divisible by 3, 6, and 9. Put a check in

the proper column.
Table 1: Divisibility Rule by 3, 6
and 9
Divisible by
Number
3 6 9
1) 315

2) 216

3) 906

4) 210

5) 270

What’s New
Factora number that
divides another number
evenly with no remainder Common factors of
number evenly with no two or more numbers
remainder are a number swhich
divides each of the
given numbers exactly

Study the problem:

A carpenter has two pieces of wood which are 18 dm and 27 dm

long respectively, cuts into equal lengths. What are the possible lengths
of each piece of wood?

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Answer the following
a. What does the carpenter have?
b. What does he want to do with the pieces of wood?
c. What is asked in the problem?
.

What is It

 Examine the numbers 18 and 27 taken from the problem, what common
number/s divides the two given numbers exactly.

 To find the possible lengths of each piece of wood. Use the divisibility rule
of 3, 6, and 9 to find common factors.
18 is divisible by 3, 6 and 9. Thus 3, 6 and 9 are factors of 18.
27 is divisible by 3 and 9. Thus 3 and 9 are factors of 27.
And the common factors of 18 and 27 are 3 and 9.
So, 18 ÷ 3 = 6
27 ÷3 = 9
18 ÷ 9 = 2
27 ÷9 = 3
Therefore, the possible lengths of eachpiece of wood are 2 dm, 3 dm,
6 dm, and 9 dm.

Lets’ Try:
Find the common factor/susing divisibility rules of 3, 6 and 9.

1. 15 and 54 =
2. 60 and 72 =
3. 144 and 558 =
How do we find the common factor/s using divisibility rules of 3, 6 and 9?

For example 1: 15 and 54

Step 1: Find the divisibility of 15.
15 is divisible by 3
Step 2: Find the divisibility of 54.
54 is divisible by 3, 6 and 9
Therefore, the common factor is 3.

For example 2: 60 and 72

Step 1: Find the divisibility of 60.
60 is divisible by 3 and 6
Step 2: Find the divisibility of 72.

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 72 is divisible by 3, 6 and 9
Therefore, the common factors are 3 and 6

For example 3: 144 and 558

Step 1: Find the divisibility of 144.
144 is divisible by 3, 6 and 9
Step 2: Find the divisibility of 558.
558 is divisible by 3, 6 and 9
Therefore, the common factors are 3, 6 and 9

What’s More

Perform the following.

a. Check the two numbers that have 3 as their common factor.
1. ________ 282 ________ 464 _______ 243
2. ________ 123 ________ 232 _______ 540
b. Check the two numbers that have 3 and 6 as their common factors.
3. ________ 162 ________ 933 _______ 426
4. ________ 48 ________ 51 _______ 60
c. Check the two numbers that have 3 and 9 as their common factors.
5. ________ 189 ________ 510 _______ 225

What I Have Learned

Activity:Fill Me Up”
Directions: Fill the blanks with the correct answer. Choose your answer inside the
box below.

To find the common factors of two or more numbers, use the divisibility rules;

Recall and ___(1)___ the rules on divisibility for 3, 6 or 9.

 Divisible by 3: if the _______(2)_______of all the digits is divisible by 3
 Divisible by 6: if the number is divisible by both ________(3)______
 Divisible by 9: if the sum of all the digits is divisible by _____(4)____

sum 9 apply 2 and 3

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 What I Can Do

Solve the problem.

There are 36 cups of mango juice and 45 cups of orange juice to be

arranged in equal rows. Each row has only one kind of juiced. What are
the possible number of cups that can be arranged in one row?

Assessment

Directions: Encircle the common factor/s of the givenpairs of numbers.

Pairs of Numbers Common Factor/s

1. 51 and 45 3 6 9

2. 804 and 306 3 6 9

3. 153 and 855 3 6 9

4. 360 and 792 3 6 9

5. 720 and 207 3 6 9

6. 321 and 423 3 6 9

7. 540 and 198 3 6 9

8. 141 and 750 3 6 9

9. 3240 and 1356 3 6 9

10. 3060 and 9000 3 6 9

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 Additional Activities

Directions:
Using the divisibility rule, write at least 5 pairs of numbers between 1 to 100
whose common factors are listed in the table.

Table 2: Common Factors

Common Factors
3 and 6 3 and 9 3 , 6 and 9

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Assessment
What I Know
What's More 1. 3
1. 3 and 6 2. 3 and 6
1. 282 and 243
2. 3 3. 3 and 9
2. 123 and 540
3. 3 and 6 4. 3, 6 and 9
3. 162 and 246
4. 3 and 9 5. 3 and 9
4. 48 and 60
5. 3 and 9 6. 3
5. 189 and 225
6. 3 and 6 7. 3, 6 and 9
7. 3 8. 3
8. 3 9. 3 and 6
9. 3, 6 and 9 What’s In 10.3, 6 and 9
10. 3 and 6 Check on
1. 3 and 9 What I have Learned
2. 3, 6 and 9 1. apply
3. 3 and 6 2. sum
What I Can Do 4. 3 3. 2 and 3
5. 3, 6 and 9 4. 9
 3 and 9
Answer Key
References:
21st Century MATHletes, Teacher’s Manual pp.19-20, 30-41

Realistic MATH 5, pp. 134 -141

Websites:

Lesson Guide in Mathematics 5, pp.51-54

Lesson Guide in Mathematics 6, pp.137-141

https://lrmds.deped.gov.ph/detail/12997?fbclid=IwAR0GizK54fbJ0E4NjzZzkbs_Pq
0hZNbCKu-79jir1PCiTnozf_XmjMgRQtE

Math –Drills.co

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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