Lesson: Apply GCF/LCM to Solution of Problems

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Lesson Objective

No objective at this time.

Lesson Plan

Lesson Steps: Monday

Do Now-8 min

·         Students work on 2 problems on do now sheet to review content ( 4 minutes)

·         Teacher walks around to check HW for completion and process on do now problems (while students complete problems)

·         Pull two sticks – students complete answers on whiteboard – students check work against students boardwork (2 minutes)  Teacher walks around still to check understanding while students are working on board.

HW Check- 6 min

·         Check All – put up all answers on whiteboard

·         Students check all problems on homework (3 minutes – 1 minute front, 1 minute back)

·         Teacher walks around while students are checking work to intervene.

·         Teacher identifies the one or two most common mistakes on homework and reviews it whole class on transparency.  (1 – 2 minutes)  Before review – ask students to think about the steps I am taking while I solve the problem(s) – they will share whole class afterwards.

Paper Pass in Transition:


Mental Math: 5min  

·         Teacher reads and shows problem

·         Student pulls a stick to call on student to answer

·         Last problem string – all students complete and answer by raising hand – fastest hand called on



Opening: Today we are going to look at how GCF comes about in real life.  Before we get started with that, lets review some of the things we learned last week.    First what is GCF?  How is it different from LCM?  Where does LCM occur in real life?  When would we use the LCM to solve a problem? 

Intro:  Last week we learned two specific ways to find the GCF.  We can use a list or we can use prime factorization.  Let’s review quickly, how to do each (go through a review of each).  Today we are going to look at problems where we would actually use the GCF in real life.  Most of these problems involve sharing – how do we take a specific number of objects and share them equally with nothing left over.  Also, when we are using the GCF – we are thinking about what’s the way to share these among the greatest amount of people.  Let’s look at some problems together that are GCF problems and see if we can find other similarities. (Students or teacher should note the word greatest, share or divide, without remainder…)

GP:  Read through problems – students will identify the problem as GCF or not GCF. 

IP:  Students will work in pairs to solve GCF problems.  Students can choose any method to solve each problem. 

Closing: What clues tell you to use the GCF to solve the problem?  What clues tell you to use the LCM?    


Lesson Resources

CW Identifying Solving GCF problems  
CW Identifying Solving LCM problems  
notes applying gcf lcm  
HW GCF to solution of problems  
CW Bagging Snacks GCF to problems  
Homework Applying GCF LCM  


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