_____________________________________________________________________________________

11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone (858) 642-8320 Fax (858) 642-8724 www.nu.edu

Lesson Plan Design

Subject: Mathematics
Grade: 6th
Lesson Topic: Greatest Common Factor (GCF) & Distributive Propertys

Name: Nakia Edwards

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past
learning, behavior expectations)
.
Rationale:
Content Standard:
Numbers have a unique sequence of factors and multiples.
6.NS.4. Find the greatest common factor of two whole numbers less
Listing the factors and multiples of numbers is an effective way
than or equal to 100 and the least common multiple of two whole
to find the greatest common factor or the least common
numbers less than or equal to 12. Use the distributive property to
multiple. This lesson builds on students' work in fourth grade
express a sum of two whole numbers 1-100 with a common factor
finding factor pairs for whole numbers and determining
as a multiple of a sum of two whole numbers with no common
whether a whole number is a factor of another whole number.
factor. For example, express 36 + 8 as 4(9 + 2).
The purpose of this standard is for students to be able to find
the greatest common factor of any number in the range of 1-
100. Such skill is helping students work towards students being
able to generate equivalent expressions using factors which will
then prepare them for work with expressions and equations in
 later grades.

Prior Learning: Students made connections with movement along

the number line using addition & subtraction of positive and
negative numbers. So that they may be able to apply such strategy
and skill in solving real-world problems. Students were also
diagraming and rationalizing why two whole numbers were
opposites and related to zero based on their distance from zero.
Lastly, students were sing the the number line to hlelp them
recognize the opposite of an opposite.

Literacy Learning: Students used context clues presented in real-

world word problems to help them to identify integers

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the outcome?)

Rationale:

Objective: Students will be able to determine the greatest common
factor of two numbers and solve real-world problems involving the
greatest common factor. Students will be able to apply the GCF
strategy to rewrite the sum of two or more numbers as a product of
their GCF and a sum of numbers with no common factor called the
Distributive Property.
Lesson supports strong foundational understanding of writing
numbers as different variations of the same portion. Use of the
scaffolds such as base ten blocks or % grid increases success
for students who continue to find converting numbers as a
fraction, decimal, or percent a challenge.

Learning Targets: Differentiating the learning target provides more opportunities

I can list the factors of a pair of numbers using my understanding of for success and meeting the students where they are at in their
factor pairs and prime factors. (novice (1)) learning phase.

I can I can identify the common factors of a pair of numbers using

my understanding of factor pairs or prime numbers, then indicate
which is the Greatest Common Factor (GCF) (apprentice (2))

I can use my knowledge of place values to write a decimal as

fraction. (practitioner (3))

I can write any whole number as a decimal, fraction, or percent

without any support (expert (4))

Literacy Objective: Students will be able to use context clues to Providing a literacy objective will increase students ability to
help students: recognize terminology, numbers, mathematical read and comprehend mathematical word problems and/or
symbols and technical language; recognize patterns and math prompts more efficiently.
relationships; effectively read mathematical expressions, formulas
& problems; and effectively read charts, diagrams, tables & graphs,
in order to interpret data successfully.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and prescribe instruction accordingly.
Consider: linguistic background, academic language abilities, content knowledge, cultural and health considerations, interests and
aspirations, physical development, social development, emotional development. )

A standards-based aligned pre-test. Provides 15 problems, a
mixture of multiple choice, constructed response, and NTSR
problems created in illuminate. Most problems are focused around
a difficulty of medium, recall, understanding versus applying.
Rationale:
Purpose of the pre-test is the following: identify if students
recognize terminology, numbers, mathematical symbols and
technical language; recognize any patterns and relationships;
the ability to read mathematical expressions and problems; as
well as have the capacity to read charts, create diagrams, tables
and graphs.
 4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learning Activities based on
learner characteristics to meet the needs of ELL & special needs students, highly achieving students and low achieving students)

Rationale:
-Use of whiteboard pens/desktops as whiteboards Each differentiation, adaptation, and/or accommodation
-Talk & turns to allow students who have challenges expressing in provides students to find their own success at their pace and
written notation answers to verbalize understanding. comfort.
-Differentiated learning STTS
-Shorten steps, amount of problems to be completed, or allow them
to choose ones they believe can be successful on for students with
IEPs
-Early finishers are encouraged to move at their own pace
-small re-teaching groups

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Whiteboard pens/desk tops Rationale:

Timed test Resources provide
Pret-test multiple representations
Highlighters (for correcting) of concepts and skills.
Foldable (GCF, Prime Factors)
Scaffolded practice page
EngageNY Lesson 18 resource pagess
PPT
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for Understanding)
Warm-up/Review:
Students will be introduced the standards unpacked which will
provide examples of the specific concepts and skills each student
will be working towards mastery by the end of the period.
Students will then engage in a timed multiplication assesment as a
foundational skills practice.
Activity Engagement:
Students will then engage in a Hot Potato group activity
completing a problem by listing the factors of each number in a
factor pair, identifying the common factors, and coming to
consensus which is the Greatest common factor. Students will
complete a second activity, Math Chat rewriting an expression
using the GCF & Distributive property.
Prior day Closure/Connection:
Rationale:
Providing an example of the unpacked standards
increases the understanding of the learning target and
makes the idea more concrete for students.
Activity encourages students to work together as a team
in comprehending the learning task, provides opportunity
for all members to be included and particpatory, and
highlights all learning perspectives of problem &
problem-solving skills. Also highights 3 of the STTS
activities students will utilize in Guided practice.
Connection reminds students the number line is more
Students will continue to utilize the number line to make
connections between whole numbers by understanding the distance
between the two numbers. Number line demonstration:
10 & 8
Distance between 8 and 10 is 2 units to the right.
GCF: 2
useful beyond just ordering counting numbers, it is a
viable way to identify GCF. Extends understanding of
diagramming and identifying a distance between two
numbers.
Talk & turns will allow students to process learning and
encourage recall. Allows teacher to hear weaknesses and
strengths in comprehension to possibley re-teach or pull
small groups.

Check for Understanding:

- Multiple talk & turns and share outs using cold calling
- Pre-test
- Embedded check for understanding prompts
- Knowledg of college rating

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and re-teaching)

- Task #1: Students are given a pair of numbers, directed to
work together listing the factors of each pair, then identify
the common factors, and indicate which is the Greatest
Common Factor (GCF)
HOT POTATO
- Task #2: Students are directed to find the prime factors of a
set of numbers, organize factors in a Venn diagram, then
indicate which prime factors create the Greatest Common
Factor (GCF)
MATH CHAT
- Task #3: Teams are provided an expression, directed to
utilize one of the two methods used in task 1 & 2 to rewrite
the expression.
TEAM CONSULTANT
Check for Understanding
- Multiple talk & turns and share outs using cold calling
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are assigned assuming
that students understand the concept well enough to work on their own.)
Rationale:
Tasks differentiate the learning and highly inclusive of all
students at every learning level.
Task 1 ensures all students are academically present in the
task and encourages collaborative learning.
Task 2 utilizes a graphic organizer to help students process
information more efficiently. Organizer will help students
make the connection the GCF is the product of the numbers
the factor pairs have in common and goes on the outside of
the parentheses. The factors that are uncommon create the
sum within the parentheses.
Task 3 encourages communication and collaboration between
team members. Also encourages students utilize one of the
two strategies introduced in tasks 1 & 2.
 Rationale:

Independent
- Students will complete practice problems out of the Number System Unit
practice
- https://walshmath01056.wikispaces.com/file/view/Unit+1+The+Number+System+Homework+2013.pdf
provides time
for students to
process
information at
their own
pace. Allows
teacher to pull
small groups
or have OTS
conferences
with
individuals

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning. Describe differentiating
assessment strategies you will use for ELL, special needs students, highly achieving students and low achieving students.)

Rationale:
Exit Ticket: Students are provided an exit ticket which requires
students to show mastery of the concepts presented in lesson; listing
factors, identifying common factors, listing and organizing common
factors with a Venn diagram, indicating which is the GCF, and
applying to real-world situations.
10. Closure: (Describe how students will reflect on what they have learned.)
Essential Question: Provide some guiding questions as shown
below in a Talk & Turn/Share Out activity:
What is the importance of the Greatest Common Factor?
How can you use the distance between two numbers to determine a
possible GCF?
Exit ticket provides authentic independent time for students to
process their thinking in regards to the days lesson skills and
concepts. Students have to provide illustrations of their steps
whether in number form, diagrams, or labeled steps. Students
must also verbalize their reasoning in how they know their
answer is correct, must provide specific evidence, ie referring
to specific steps or a method they used to solve the problem.
Rationale:
Closure brings the class back together to provide one last
debrief of what was practiced, not yet clarified and
understood, and who found success in the learning. Provides
an opportunity for students to verbalize their thinking
practiced during lesson.