Reflection: Discourse and Questioning Finding the Least Common Multiple (LCM) - Section 2: Multiples


During this part of the lesson, I decided to pose this question to the students "What is the difference between a factor and a multiple?"  I chose to ask the question for a couple of reasons. First, students always have difficulties understanding the difference between the two and second, I wanted to see how they would do explaining this differences.  I was looking for them to use their mathematical language (SMP 6).  

I expected the students to struggle with the language and in most classes, they did.  However, in my first class, the first student I asked, came up with this response.  Note, this student is an underachiever with severe ADD issues.

He said, "factors are multipled together to get to the product. Multiples start with the product and are multplied by whole numbers". I almost fell on the floor!

Most other students could come up with numbers going in to other numbers or numbers being multiplied by other numbers, but they could not come up with the clear vocabulary. They could tell me that factors would never be more than the product whereas, multiples would be greater. 

I'm going to make it a point to model the proper vocabulary as this is what we want our students to do in return. 

  Great discussion
  Discourse and Questioning: Great discussion
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Finding the Least Common Multiple (LCM)

Unit 4: Number Sense
Lesson 7 of 26

Objective: SWBAT find the LCM of 2 whole numbers less than or equal to 12

Big Idea: The LCM is a useful tool to use when comparing fractions and finding common denominators.

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