SWBAT find the LCM of two numbers.
SWBAT recognize when to use the LCM in word problems

Learning about factors and multiples allows students to see number relationships and apply those number relationships to multiplication and division.

10 minutes

The students will be reflecting on the important points when it comes to finding the LCM of two whole numbers. First the students will need to review their notes on LCM. Ask them to think deeply about their before highlighting what they feel is the most valuable point (math tools, 2012). Then have students explain their selections for the most valuable point by writing for 5 minutes. As students finish writing, encourage them to share their writing with other peers. This type of writing supports** SMP 1 **because students need to analyze and explain concepts. It also supports **SMP3 **because they will be justifying their conclusions with a partner. Finally, it supports **SMP 6 **because students will need to use accurate vocabulary and formulate careful explanations.

60 minutes

Students will be reinforcing concepts learned in this stations activity

**Computer work station**:

Students can use whiteboards to work through this interactive game called Jeopardy. They are given 3 topics: factors, multiples, GCF and LCM. I liked this activity because it was a nice review of information learned. Students should be able to work on this independently and feel successful.

**Independent work station:** Students will be working on a Showdown activity using LCM word problems. Each student will work on the problem independently. When all students have found a solution, the showdown captain yells “showdown” and all players turn their white boards over to reveal their solution. Players discuss their solutions, peer tutor and coach to help establish the correct answer. When all players are in an agreement, a new showdown captain takes over and a new problem is revealed. The process starts over again.

Since students are not being supervised at this station, I would recommend placing them near the teacher work station. This way you can monitor the amount of work being done. If student behavior is an issue. Have the students do work independently and collect this at the end of the class period.

**Teacher work station: **Before using fractions strips, cut out 8 ½ in strips for the students to use. I would use construction paper and make a bunch of these strips. They can use these strips throughout the lessons on fractions.

The students will be working with fraction strips. I will be having them create fraction strips to represent halves, thirds, fourths, fifths, sixths, eighths, ninths, tenths and twelfths. Have them mark the folds so that they can see the parts better. Creating the fifths and ninths will be difficult as these are not even folds. Have the students divide the paper into 5 or 9 equal sections and measure it out with a ruler** (SMP 5).** Additionally, if students struggle creating any of the equal parts they can use a ruler to get the correct spacing.

I will begin by asking them what their strategy will be to make these fractions.

Next, I will ask them what types of fractions could they make if they started with thirds?

Finally, I will ask them if they can find any other fractions that have the same markings as the twelfths?

With this activity, students will begin to see the fractional equivalents and I will be using this in my next lesson on comparing fractions and making equivalent fractions. I chose this as a station activity because this will be a gap in learning for students coming from 5^{th} grade. I want to give them exposure to fraction strips and their purpose without making this an entire lesson. Plus, the students will have these strips to use as needed.

15 minutes

To get students thinking about comparing fractions and since we just created some fraction strips, I’m going to have the students line up their strips (looks like a pyramid). First the halves, thirds , fourths…

Then I’m going to have them find as many equivalent fractions as possible and I want them to write it like this: ½ = 4/8. Finally, I’m going to ask them to make a statement about the equivalent fractions using what they know about multiples. For example, they could say that 4 is a multiple of 1 and 8 is a multiple of 2. As an extension, they could say that ½ x 4/4 = 4/8.