Least Common Multiple Lesson Plan th 6 Grade Mathematics

Type of Lesson: Daily Strand: Number Theory AKS: #22: identify and use factors and multiples #24: use various strategies to find the least common multiple of two numbers Essential Question/Big Idea: What is the LCM of two numbers used to find and why is it important? Setting the Stage (Activating Strategy) & Hook: Read example #2 on page 281 in the textbook to the class. Discuss what the question is asking and have students pair up to consider an answer. After a few minutes, have students discuss strategies to solve the problem. Instructional Activity: Review with the students the term Multiple. How is it different than Factor (since the two terms are often confused)? They should record the two definitions in their notes. Introduce the term Least Common Multiple. Provide the definition and have the students record it in their notes. Using the examples on page 281, show the students how to find the LCM by listing the multiples of each number out in a list and finding the lowest number that matches. This is called the List Method. Give the students several examples so that they can practice this method. Walk around the room and provide assistance for students who are struggling. Review the concept of prime factorization. Use the example Find the LCM of 12 and 15 as an example to show the students how to use prime factorization to find the LCM, as shown below. Ask the students to create factor trees for the numbers 12 & 15.

Have the students list the prime factors that they found, in this case 2, 3 and 5 Ask the students what the highest degree (highest exponent) of the factors that were found. In this case 22, 31 and 51. Multiply these together. 4 3 5 = 60 The LCM of 12 and 15 is 60. Provide the students with other examples and have them find the LCMs using prime factorization. Walk the room and assist students having difficulty. Go over the practice problems and allow students to ask questions. Introduce the Ladder Method. Provide the students with the example Find the LCM of 16 and 20. Place the numbers in an upside down division box as shown below:

Ask the students to name a factor of both numbers. For example, lets say that a students says that 2 goes into both 16 and 20. Place the 2, and the quotients in the box as shown below:

Ask the students to give a factor of both 8 and 10. They might respond with 2. Place the 2 and the quotients in the box as shown below:

Ask the students if 4 and 5 have a common factor. They will hopefully realize that they do not have one, other than 1. Draw a L (for LCM) around the outside of the box as shown below and multiply the numbers inside the L to find the LCM of 16 & 20.

The product of 2 2 4 5 = 80. Therefore, the LCM of 16 & 20 is 80. Provide a few sample problems and have the students practice the Ladder Method. Walk around the room assisting those who are struggling. Once students finish, provide solutions and allow them to ask questions. Assign Practice page 5-3 in the student workbook for classwork, or homework if time is running short.

The next day, be sure to provide solutions and allow students to ask questions.

Teaching Strategies: Guided Practice: Use Alternative Lesson 5-3 available with the textbook Checking for Understanding Have the students write a paragraph explaining what a LCM is, and describe a method to find the LCM of a pair of numbers. Provide them with an example as a guide. Culminating Activity (Summarizing Activity): Teach the students how to find the LCM using the TI-73 graphing calculators. Go to MATH, choose LCM, enter the 2 numbers with a comma between them, and close the parenthesis. The calculator will calculate the LCM automatically. Only provide these tidbits after you are satisfied that the students have mastered the concept using paper and pencil.