Morgan Sears

Wilson Elementary School

September 28, 2015
Math, 8:30-9:35
Title/Type of Lesson: Problem Solving With GCF/LCM
Context of Lesson: This lesson is appropriate at this time because the
students will have just learned how to find the least common multiple and
greatest common factor the week before. Because they will have just learned
how to do only the math given a number, this will allow them to apply and
build upon their skills. First, we will be finishing up prime factorization. Then,
we will be working with word problems in which they have to identify
whether they need to find the LCM or the GCF, then have to do the math.
The following day, we will do a review of everything, including these topics,
and there will be a unit test.
Learning Objectives:
Understand
The students will
understand
How to find the
prime
factorization of a
number.
How to
differentiate
between greatest
common factor
and least common
multiple lesson
plans.

Know
Students will know
That prime
factorization can
be found by
factoring a
number until it is
only prime
numbers.
That greatest
common factor
problems are
solved when you
are trying to make
numbers smaller
or simplify
numbers.
That least
common multiple
problems are
solved when you
are trying to get
to a larger
number.

Do
Students will

Practice and
implement the
CUBES strategy
for math problem
solving.
Identify whether a
word problem
should be solved
for LCM/GCF.
Correctly solve
problems where
they use GCF and
LCM.

Related SOLs: This lesson will address Virginia SOL Math Standard 5.3: The
students will
(a) identify and describe characteristics of prime and composite numbers.
Assessment:
To assess the childrens knowledge of the prime factorization (small portion
of the lesson), I will be asking them questions and circulating as they build
their factor trains with unifix cubes. To assess the childrens understanding of
the word problems, I will collect the worksheet they are completing and ask
and answer questions.
Materials Needed:
Unifix cubes
Receipt paper
Factor trains SmartBoard lesson
SmartBoard/computer for showing factor/multiple rap video
LCM/GCF word problem worksheets
Procedure:
I will allow the students to watch a factor/multiple rap, which they can
sing and dance to (they will have seen it already, but they love it!).
We will spend a little bit of time finishing up prime factorization with
the Factor Trains SmartBoard lesson and unifix cubes.
I will present a word problem to the students under the document
camera and ask them to attempt to solve it. After a few minutes, we
will talk about answers (I am expecting some if not many of the kids to
have a hard time and not sure how to approach the problem).
I will introduce and discuss the CUBES strategy for math problem
solving with the students (C- circle the key numbers, U- underline the
question, B- box in any action words, E- evaluate the steps you should
take to solve the problem, S- solve and check).
We will implement and practice this strategy using two word problems:
one greatest common factor problem and one least common multiple.
We will discuss how you tell which you are trying to solve for in the
problem.
Students will be given a sheet of LCM/GCF word problems to complete.
On the worksheet, they have to identify which they are solving for and
then solve the problem. During this time, I will be circulating around
the room to monitor work, answers, and answer and ask questions as
students complete their classwork.
We will close by reviewing the CUBES strategy and how to tell if the
problem is meant to be solved for the LCM or the GCF.
Differentiation:
In the event that students are struggling, I will help by identifying or helping
to identify which problems should be solved for least common multiple and

which should be solved for greatest common factor. In the event that some
students need enrichment, I may alter the numbers in the problems to give
them a little more challenge.
What Could Go Wrong:
It is possible that the students would not understand the idea behind the
CUBES strategy. In the event that this occurs, I will spend one-on-one time
with the students who misunderstand it and help to explain it on a more
individualized basis.