Lesson
GCFs and Review Date Nov 20, 2023
Title/Focus
Subject/Grade Time
Math 6 1 hour
Level Duration
Afffirmations: Go slow, be clear, circulate. Global Perspective
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Competencies Number: Quantity is measured with numbers that enable counting, labelling, comparing, and
and Outcomes operating.
- Students analyze numbers using prime factorization and exponentiation (6)
Student Skills Compose a product in multiple ways, including with more than two factors.
to Develop
Express the prime factorization of a composite number.
Determine divisibility of a natural number from its prime factorization.
Identify the base and exponent in a power.
Express the product of identical factors as a power, including within a prime factorization.
Describe the divisibility of numbers represented in various forms.
LEARNING OBJECTIVES
Students will:
1. Recall and demonstrate usage of factorization strategies regarding primes and composites
2. Gain and practice with knowledge of common factors among numbers
3. Complete the assessment from Friday.
ASSESSMENTS (How I will know students have achieved the objective(s))
Entry slip from last week
Worksheets on powers and GCFs
Prior to the Lesson MATERIALS AND EQUIPMENT
Have discussed primes, composites, and prime factorization. Worksheets from TA and Worksheets of my own
Has worksheets and resources related to each thing Whiteboards
Have worked with factoring extensively Pencils
PROCEDURE
Introduction Time
Touch base 5-10 minutes
- Firstly, hand out missing worksheets for anyone that was missing. Explain how now we will keep
every copy I make of every resource we use, so if someone is missing, I will have everything
- Discuss entry slips from last Friday. The conditions and expectations for complete were unfair and
unclear.
- To make up for my error, everyone will get their slip back, completed or not. We will take about
30 minutes to complete them. This is a chance to look over your answers and make sure you have
every component. Set clear expecations that you will have this time and this time alone to
complete the entry slip, but, you have triple the time as last time. Make sure you answer every
question, check your answers to make sure the question makes sense, and your answer is correct.
Do not be afraid to ask a question.
- After you are done, you will obtain 3 worksheets, focused on powers and working with those. You
will work on those silently and individually to not disturb those who need to finish their entry slip.
Should you finish those worksheets, check your answers with the answer keys, and then put those
sheets away. Then you can work on factoring on your whiteboard, using factor trees and factor
rainbows. Practice with different multiplication if you can
Adapted from a template created by Dr. K. Roscoe 1
- Ensure the steps are written out on the board clearly and legibly so all students can see
Body Time
Entry Slip
- Hand back the slips and set a timer for 30 minutes. Once the countdown is done, the sheets will
come to me and we will move on. With a much better time frame and clearer instructions, this
should be a less stressful and smoother operation. They will be marked and reviewed for
tomorrow’s class, and above else, they are FORMATIVE, they are not going to affect your grade.
This is for me to see what you all know, what you may struggle with, and what we need to do to
help bridge the gap in future reviews.
GCFs
- Hand out GCF and LCM anchor charts, and tell them to clue them into their interactive notebooks
for future reference. Once they are glued in, have some read out what it says. Then we can begin
discussion 40-45
- A GCF is the greatest similar factor between any set f numbers. For example, the GCF of 42 and 36 Minutes
is 6.
- Explain using a factor rainbow. Have them all write down a factor rainbow on their whiteboards
and talk through how we would rainbow 42, and then 46. Once we accomplish that, have them
identify that 6 is the largest number that is in common with both of those numbers.
- Do a couple more examples with them, using different numbers.
- Once more examples have been completed, give them some GCF worksheets to work on. Clearly
explain the instructions, and maybe write them down. If they finish all of the worksheets, check
the answers for them with the key, and then depending on how much time is left, they can either
boot up IXL, or they can work with a partner with a whiteboard either doing GCFs, or if they would
like to, they can start to practice what an LCM is, as we will work on those in our next lesson.
Closure Time
Wrap Up
- Round everyone up with about 5 minutes left of class, and discuss understanding. Go over
another example or two from the worksheets, just to see how they did with those. When all 5-10
wrapped up and any questions are answered, they can pack up their things and get ready to go.
- PUSH IN CHAIRS BEFORE YOU LEAVE!
Sponge Activity/Activities Movement break after entry slips, just take a breather, stretch out, relax a little.
Reflections:
- A much better assessment period. Everyone seemed less stressed, everyone was able to
complete the entry slip with the time frame provided. The clear expectations and the improved
support allowed for the assessment to go smoothly, it was much more fair for those who only
completed so much in the short amount of time, and it was much more fair for those who may
have missed Thursday’s class. And because everyone was able to finish it, it becomes a far more
valid test, because every question will be answered by each student. It was assess their individual
understanding on a much better level, because they had the time to solve each question, and
recall their previous knowledge.
Adapted from a template created by Dr. K. Roscoe 2
