Reflection: Perseverance Finding Greatest Common Factors (GCF) Using T-Charts - Section 5: Closing and Exit Ticket

 

This year, I've decided to make MP 1 (make sense of problems and persevere in solving them) a focal point in my classroom.  

One way I am working to do this is through my problem selection.  The vast majority of the problems my students will see this year are embedded in a real-world context.  In the past, I would have presented students with a number of problems like 'Find the GCF of 12 and 32.'  Students would get practice with the procedure of finding the GCF, but it would not have a basis in application.  As a result, some of my students would know how to find the GCF but not know why they'd ever need to find the GCF.  This year, students are applying concepts in real-world problems (not just in this lesson or this unit - this is something I'm committed to doing for all of my lessons!).

  MP 1: Making Sense of Problems
  Perseverance: MP 1: Making Sense of Problems
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Finding Greatest Common Factors (GCF) Using T-Charts

Unit 1: Number Sense
Lesson 3 of 19

Objective: SWBAT determine common factors and the GCF of two numbers less than or equal to 100 by listing all the factors of both numbers

Big Idea: There is always a greatest number that divides evenly into each of two whole numbers. Sometimes that number is 1.

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5 teachers like this lesson
Subject(s):
Math, Number Sense and Operations, division of Korea, factoring polynomial expressions, Decimals, factors, greatest common factor, common factors, divisibility, t charts, factor pair, multiples, distributive property, least common multiple, multiplying
  57 minutes
finding factors li
 
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