SEMI-DETAILED DAILY LESSON PLAN

In MATH for GRADE 8

Objective: The students will be able to find the greatest common factor of a set of
numbers.

Subject: Math

Grade Level: Grade 8

Week 1: Day 1( Review)

Learning across curriculum:

1. Social Studies - Students can investigate how ancient civilizations used factors and multiples
in developing number systems.

Review Motivation:
1. Show a video clip of a real-life scenario where finding the greatest common factor is essential,
such as determining the number of equal-sized groups that can be formed from a given set of
objects.
2. Conduct a group discussion on the significance of finding the greatest common factor in
simplifying fractions and solving problems involving ratios.
3. Present a challenging puzzle that requires the students to find the greatest common factor to
solve it.

Activity 1: Greatest Common Factor Bingo

Materials: Bingo cards (pre-made with numbers), markers, number cards (with prime and
composite numbers)

Instructions:
1. Distribute the bingo cards and markers to each student.
2. Explain the rules of the game: The teacher will draw a number card, and the students will
mark the corresponding number on their bingo cards if it is a factor of any number on their card.
3. Play several rounds of bingo, encouraging students to mentally calculate the greatest common
factor of the numbers on their cards.
4. After each round, discuss the strategies used by the students to find the greatest common
factor.

Rubric:
- Criteria: Correctly identifying the greatest common factor on the bingo card
- Points: 5 points per correct identification

Assessment questions:
1. What is the greatest common factor of 18 and 24?
2. Determine the greatest common factor of 35 and 70.

Activity 2: Factor Tree Construction

Materials: Paper, pencils, colored markers

Instructions:
1. Divide the students into pairs or small groups.
2. Provide each group with a large sheet of paper and colored markers.
3. Instruct the students to choose a number and construct a factor tree by decomposing the
number into its prime factors.
4. Encourage students to discuss and compare their factor trees with other groups.

Rubric:
- Criteria: Accurate construction of the factor tree
- Points: 10 points for correct factor tree construction

Assessment questions:
1. Create a factor tree for the number 48.
2. What are the prime factors of 60?
Activity 3: Real-life Problem Solving

Materials: Worksheets with real-life problems, pencils

Instructions:
1. Distribute the worksheets to each student.
2. Instruct the students to read the given problems and identify the numbers involved.
3. Ask the students to find the greatest common factor of the numbers in each problem and
provide a solution.
4. Discuss the solutions as a class, emphasizing the importance of finding the greatest common
factor in solving real-life problems.

Rubric:
- Criteria: Correctly identifying the greatest common factor and providing a solution
- Points: 10 points for each correct solution

Assessment questions:
1. A farmer has 36 apples and 48 oranges. How many equal-sized fruit baskets can the farmer
create, with each basket containing only one type of fruit?
2. A school wants to distribute 120 textbooks equally among students. If each student can only
receive one type of textbook, what is the maximum number of students who can receive the same
book?

Analysis:
After each activity, discuss the strategies used by the students to find the greatest common factor.
Identify any common misconceptions and provide clarifications.

Abstraction:
Summarize the concept of finding the greatest common factor and its significance in simplifying
fractions, solving real-life problems, and identifying patterns in numbers.

Application:
Give the students a real-life problem: A group of friends wants to divide 60 candies equally
among themselves. What is the greatest common factor of the number of friends and the
number of candies?

Assessment:
Teachers can assess the learning of the students through various methods such as written tests,
quizzes, and oral presentations. They can also observe the students' participation and engagement
during activities.

Assignment:
Assign the students to create their own word problems that involve finding the greatest common
factor. They should provide solutions and explain the steps they took to find the greatest
common factor.