Ali Hicks

I. Lesson Foundation

Lesson Title: GCF Unit Title: Number Theory
Lesson Number w/in Unit: 3
rd
Time Allotted: 45 Min.
Grade Level(s): 6
Subject Area(s)/Subject Content Explanation: Math

Standard(s)/Anchors:
Standard - CC.2.1.6.E.2: Identify and choose appropriate processes to compute
fluently with multi-digit numbers.
Assessment Anchor - M06.A-N.2: Compute with multi-digit numbers and find
common factors and multiples.
o Anchor Descriptor - M06.A-N.2.2: Apply number theory concepts
(specifically, factors and multiples).
Eligible Content - M06.A-N.2.2.1: Find the greatest common
factor of two whole numbers less than or equal to 100 and the
least common multiple of two whole numbers less than or
equal to 12.
Essential Question(s):
How does prime factorization help to find the greatest common factor of two
numbers?
Do the different methods to find GCF produce different answers?

Instructional Objective(s):
Given a Venn diagram, students will write the prime factors of two numbers in
the designated spots of diagram with no more than 1 error.
Given a cube, students will complete their assigned sides of the cube in groups
and then orally present their work with no more than 3 errors in calculations or
explanations.

Formative Assessment:
Bell Ringer (to access prior knowledge of how to do prime factorization of
numbers)
Cubing (students will complete different sides of the cube in groups to further
reinforce concepts and then present their findings. This meets the second
instructional objective)
Answering questions individually with whiteboards (this will assess students
individually and meets the first instructional objective)
Ticket out the door (to sum up this lesson and the previous lessons)





II. Lesson Body

Introduction: (5 minutes)
Students will complete a bell ringer activity. Students will need to write the prime
factorization tree for two non-related numbers. (3 minutes)
Think-Pair-Share: answers will be checked with a partner and then answers will be
gone over with the whole class. (1 minute)
Teacher will explain that we will be using the factor trees to help us determine the
greatest common factor between two numbers. Explain that this will be another
way to determine the greatest common factor to add to our other ways. (1 minute)
Have students give Bell Ringer to the teacher after the introduction is over.

Direct Instruction: (8-10 minutes)
*NOTE: -Students will follow along all of direct instruction with guided notes.
-Students will be put on the clock while they are given tasks to do
- Students that are struggling or answer incorrectly at any point throughout the
lesson: The teacher will ask the student to explain how they got their answer to
see if the student catches their own mistake. If not, the teacher or another
student can show that student a similar example problem or help them walk
through a problem.
Students will be given two numbers and then be asked to find the factor trees
again. (during this time teacher should quickly scan the bell ringer to see which
students understand the basic concept of this way to find GCF and which ones do
not. Quickly put the slips of paper into categories based on how many were
answered correctly)
Students will be shown how to write the prime factors that are at the very ends of
the factor trees in a row by multiplying them together.
Teacher will show that these numbers multiplied together will equal the number at
the top of the tree and these numbers are considered factors of the given number.
The teacher will draw a Venn diagram and ask students to explain what the Venn
Diagram represents through a think pair share (Answers may vary but key ideas
should include: where the circles overlap is something they share and the outside is
something they have different)
Using the list of factors multiplied together, as a class, fill in the Venn diagram
with which factors the two numbers share and which ones they do not. (if there is
more than one three in common, for example, only include the amount of threes
that they have in common)
Explain that multiplying the factors that they share (the numbers in the overlapped
part of the circle) will give you the greatest common factor.
Leave all work for the example just completed above on the board
Do another example and ask for volunteers to say what should be done step by step
in the next problem. Tell students to reference the previous example to see what
comes next.
Students will complete the next example individually. (this is a rough assessment
since students must complete this individually. Teacher should be sure to check in
with students to make sure they are getting the correct answers.)
Comment [o1]: Standard: Student Development:
Upon creating this lesson, I noted that this can be a
hard concept for students to understand. I
incorporated a visual aid/graphic organizer into the
lesson so that students can fully understand the
concept more quickly. The hope would be that the
students eventually do not need the graphic organizer
after a while.
Guided Practice: (15 minutes)
Students will be split into groups based upon the teachers evaluation of their bell
ringer rough assessment and general sense of how well they understand the
concepts of GCF. Groups should include about 3 or 4 students on a similar level.
Students will be completing and cubing activity.
Teacher will monitor during the activity
See Differentiated Learning Activities for more information.

Independent practice: (8 minutes minutes)
Students will return to their original seats after the differentiation activity.
With white boards, students will then answer questions individually.
Students must first use the Venn diagram to solve these problems for the first 2
problems.
After that, tell students that they can use any method of their choosing (listing
factors, prime factorization, or Euclids Algorithm)
Do 4 examples total

Closure:
Call on students to say what they learned today. Ask for 5 people to share. Teacher
should embellish what the students say to incorporate a summary of what was
learned that day.
Have students complete a ticket out the door. They will state which method they
like best and write the definition of it in their own words.

III. Lesson Essentials

Differentiated Learning Activities:
Cubing activity: Each group will be given the same cube and be asked to complete
two sides. Since students are grouped by ability, they will be assigned one side to
do and have the choice for the other side. The assigned side is chosen based on the
levels and is an activity that will be beneficial to their understanding or help to
challenge them. The sides are ordered in no specific way.
Students have 8 to 10 minutes to complete their assigned sides in the groups and
then students will share what they did to help other students. Each part will be put
up on the document camera so the whole class can see the work.
Leveled assignments:
o Lower Level: Side 1 and any other side of their choice
o Middle Level: Side 3 and any other side of their choice
o Upper Level: Side 2 and any other side of their choice
Sides of the cube to be completed by each group
o Side 1: Make a list of step by step instructions on how to find the GCF of
two numbers by using the prime factorization method and the Venn
diagram.
o Side 2: Students will write their own word problem with a real life example
of GCF that is different from the ones they already did.
Comment [o2]: Standard: Content Pedagogy
As the teacher, I understand that there are multiple
ways to find the GCF and will teach all of the ways
which will allow my students to use the way that
works best for them.
Comment [o3]: Standard: Multiple Instructional
Strategies/ Diverse LearnersThis is an example of
a differentiation activity applied to mathematics.
Students are grouped based upon levels but are also
given a choice as to which activity they want to
complete. Choices all vary but apply to mathematics.
Comment [o4]: Standard: Diverse Learners
With the understanding that all students in my
classroom will be different, I do not want these
differences to be apparent or to stand out. This is a
way to differentiate for the students based on
readiness but it is a way that none of the students can
see which students are not as highly leveled as others
since all students will be given the same materials.
Comment [o5]: Standard: Content Pedagogy
Part of this standard is to incorporate ways into the
lesson to make the subject matter meaningful. This is
an example of something that will be challenging for
the higher leveled students on this topic but also
apply the concepts to real life. Later students are
asked to share and this will allow all students in the
classroom to see how GCF relates to the real world.
o Side 3: Students will complete a Frayer Model for Prime Factorization to
find a GCF. The four corners will be: writing a definition, showing an
example, showing how the Venn diagram relates and answering the
question: is the Venn diagram necessary?
o Side 4: Find the GCF of two given numbers using the prime factorization
method. (there will be 2 different examples)
o Side 5: Students will be given one example problem. They must use each
of the different methods that were taught from this lesson and previous
lessons to solve the problem (listing factors, Euclids Algorithm and prime
factorization)
o Side 6: Students will be given a word problem that requires them to find
the GCF in order to figure out the problem. Each example must be
completed using a different method of finding the GCF (two examples)
After the completion of the cubing activity, students will be able asked to share
their work so that all students can all the different sides of the cubes. (here the
upper leveled students can explain the more challenging concepts to the lower
leveled students allowing all students to experience all aspects)

Instructional Resources, Materials, Technology
Bell ringer worksheets, white boards, markers, erasers, guided notes packet,
document camera, projector, enough cubes per group, and ticket out the door
papers.

IV. Post-Lesson Reflection
Was the objective met?
Considering all lesson elements, did the lesson go as expected?
What areas of instruction need improvement?
What is the direction for the next lesson?
Did the cubing activity meet the needs of every student?
Were the groups leveled as well as they could have been?
Would students benefit from eventually completing all sides of the cube?
Did I explain how to complete the prime factorization method with the Venn
diagram correctly