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Micro Teaching

This document provides an overview for a math lesson on greatest common factor and least common multiple. The lesson aims to demonstrate God's beauty in creation through simple math concepts and assess students through a quiz. Key objectives are for students to solve GCF and LCM of numbers, distinguish between the two concepts, and use prime factorization. The 20-minute lesson involves an opening activity, discussion of GCF and LCM definitions and methods, and a closing review and assessment of student understanding.

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149 views2 pages

Micro Teaching

This document provides an overview for a math lesson on greatest common factor and least common multiple. The lesson aims to demonstrate God's beauty in creation through simple math concepts and assess students through a quiz. Key objectives are for students to solve GCF and LCM of numbers, distinguish between the two concepts, and use prime factorization. The 20-minute lesson involves an opening activity, discussion of GCF and LCM definitions and methods, and a closing review and assessment of student understanding.

Uploaded by

api-350726106
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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John Christian Genoguin Math 20 minutes


Grade 5
Lesson: Greatest Common Factor and Least Common Multiple

Unit Overview
Main Idea (Claim) Summative Assessment
-To demonstrate the beauty of Gods creation Written quiz or Moodle quiz- The teacher
through simple and common math. will either give a quiz after the discussion
-Common grace is the grace of God by which he (if there is still time) or post a quiz entry in
gives people innumerable blessings that are not the Moodle (if lacking time).
part of salvation. The word common here means
something that is common to all people and is not
restricted to believers or to the elect only.
Guiding Questions Objectives (know/understand/do/value)
-What is Greatest Common Factor by definition The student will . . .
(GCF)? -be able to solve the GCF and the LCM of two or 2
-What is Least Common
John Christian Genoguin Multiple by definitionMath more numbers. 20 minutes
(LCM)?
Grade 5 -be able to distinguish the difference of GCF and
-What are the ways of finding the GCF and LCM of LCM
numbers? -be able to break down (through prime factorization)
-Why do we need to learn GCF and LCM? the numbers into its factors, and compile it back
when finding the GCF.
Time Instructional Procedures and Strategies
Beginning the Lesson
5mins Never Have I Ever Activity- Everyone sits in a circle. There is an It in the game and
he/she starts to say something that he/she has never done before and when someone has
done what she says, those students should stand up and look for a sit. If they have never
done what was said, they remain at their sits. The objective of the activity is not to be the
one standing or else you will be the It. This activity connects to my topic by common
factors of students compared to common factors of numbers.

10mins Developing the Lesson


1. Discussion of Greatest Common Factor (Greatest Common Divisor)
*Divisor and Factor are kind of the same thing. A divisor is a number that can divide
into something while a factor is also a number that can divide into something.

-In order to get the greatest common factor of two or more numbers, the first step is to get
the factors of each number, then look for the common factors (always take note that after
getting the common factors, it is not yet the final answer since we are looking for the
GREATEST COMMON FACTOR). Example: What is the GCF of 20 and 25? By getting
the factors of 20 (1, 2, 4, 5, 10, 20) and 25 (1, 5, 25), we can easily identify their common
factors which are 1 and 5. Then, the greatest common factor of 20 and 25 is 5 since 5 is a
common factor to both 20 and 25 and it is the greatest.

-There will be some cases that in finding the greatest common factor, when two numbers
have a greatest common factor of only 1, they are called Relatively Prime. For example,
in finding the finding the GCF of 5,12 [GCF (5,12)], the common factor is only 1, which
makes the GCF of 5 and 12 a relatively prime.

2. Discussion of Least Common Multiple


-To get the least common multiple, there are two approach that we can use: One is Prime
Factorization wherein you decompose the numbers and then building it back up
(example will be drawn on the board), and Brute Force Method wherein you list and
look at the multiples of the numbers and looking for the smallest common multiple
-Brute force method
i.e. find the LCM of 18 and 12.
LCM (18,12):
Multiples of 18 are: 18, 36, 54,
Multiples of 12 are: 12, 24, 36, 48
-Therefore, LCM (18,12): is 36
(Write on the board example).

Closing the Lesson


-Review it
5mins Direct students to raise their hands if they can answer the teachers question. Students
response through either thumbs up (agreeing with a students answer) or thumbs down
(disagreeing with a students answer).
Before the students leave the classroom, they will be given a paper that they need to
answer for only like 10 seconds for the teacher to assess them whether the lesson was
clear, unclear, or do not understand at all. The card contains three indications:
-Stop (Im totally confused)
-Go (Im ready to move on)
-Proceed with caution (I could use some clarification on )

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