##
* *Reflection: Discourse and Questioning
Least Common Multiple - Section 3: Activity

Although for the most part the video clip is self-explanatory. It may be helpful to give students a little backstory.

*George is having a bad day. His only daughter is getting married and he's panicked over losing his baby girl. You are about to see his meltdown.*

It may be helpful to play the clip twice, because students will laugh the first time and may miss key dialogue.

Although it may stray off topic and eat up valuable time, it may be interesting to have a discussion on other movies/shows we're they've noticed incorrect mathematical reasoning.

*Discussion of Video*

*Discourse and Questioning: Discussion of Video*

# Least Common Multiple

Lesson 4 of 10

## Objective: SWBAT find the LCM of 2 numbers.

*42 minutes*

#### Vocabulary Review

*5 min*

I will review the definition of multiples with students. This is important because students often confuse multiples with factors.

A **multiple **of a whole number is the product of the number and any nonzero whole number.

*expand content*

#### Activity

*10 min*

For this activity, I will show students a clip from the movie "Father of the Bride" in which the main character has a breakdown in the grocery store over the amount of hot dogs and hot dog buns he can buy.

We will discuss the following questions:

**How many hot dogs came in a pack? Buns?**

**Why was this a problem for George?**

**What did he do to solve the problem?**

**Was there a better way, mathematically, he could have solved the problem?**

The overlying problem is the hot dogs come in a package of 8 and the buns in a package of 12. Students should come to the conclusion that George could have bought 3 packs of hot dogs and 2 packages of buns so he could have an equal amount of 24. This will lead to an introduction of the least common multiple.

*expand content*

#### Mini Lesson

*10 min*

I will share with students 2 methods of finding the least common multiple. I tell students that both methods are acceptable, but I prefer the second method for a few reasons. One reason being it is easier to use when given large numbers. The other reason being that it is a continuation from the previous GCF lesson.

Method 1 - List the multiples LCM - Method 1

I will work through an example with students explaining that I start with listing 3 - 4 multiples of each number and then list more if necessary. This method is fairly straightforward, but I ask students to consider if it would be as easy if they were given larger numbers.

Method 2 - Division Method and Venn Diagram LCM - Method 2

As I work through an example with students, they may begin to realize that we are using the same steps as method 2 of finding the GCF. I will explain that the only difference is the last step, where it is important to multiply all of the numbers in the diagram to find the LCM.

*expand content*

#### Independent Practice

*5 min*

I will give students a problem to work through on their own. I will suggest that they try both methods, before they decided which method they prefer. As students work, I will circulate to answer any questions and to assess students' understanding. A common mistake when using method 2 is students only multiply the numbers in the non-overlapping sections of the diagram instead of all of the numbers.

Find the LCM of 28 and 90.

*expand content*

#### Exit Card

*5 min*

I will give each student an index card and the problem "Find the prime factorization of 248" to solve. They will show their work on the index card and hand it in before leaving class. I will explain to students that this is not a quiz or test, but just a way for me to check on their understanding.

I will use these cards to assess students' understanding of prime factorization. This is important because method 2 of finding the GCF and LCM are based on prime factorization.

*expand content*

*Keep on doing what you are doing the lessons are on point and engaging. The video was a hit however, we had a long discussion afterwards on who Steve Martin was. I LOL!!! | 28 days ago | Reply*

I like this lesson because it engages the students and afford then more that one way to find multiples and common multiples. I will use some of the concepts with my six grade class.

| 2 years ago | Reply

I really like this lesson. The steps are simple, the examples are clear, and the clip from " The Father of the Bride" is perfect!

| 2 years ago | Reply

I really like this lesson because it is simple, yet engaging for the students. The clip from "The Father of the Bride" perfect!

| 2 years ago | Reply*expand comments*

##### Similar Lessons

Environment: Urban

Environment: Urban

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry

- LESSON 1: Factor Game
- LESSON 2: Prime Factorization of Numbers
- LESSON 3: Greatest Common Factor
- LESSON 4: Least Common Multiple
- LESSON 5: GCF and LCM Project, Day 1
- LESSON 6: GCF and LCM Project, Day 2
- LESSON 7: GCF and LCM Project Gallery Walk
- LESSON 8: GCF and LCM Word Problems
- LESSON 9: Distributive Property Using the GCF
- LESSON 10: GCF and LCM Quiz