Lesson Plan -MicroTeach

Teacher Name Joyce Huynh Date December 4, 6

Subject Area Mathematics Grade 6
6Topic Multiples Time 45 minutes

Develop number sense

General Outcome:

Demonstrate an understanding of multiples by:

determining multiples of numbers less than 100
Specific Learner Outcome(s):
solving problems using multiples

Students will:
o Identify and list the set of multiples for a given whole number.
Learning Objectives o Understand that factors are not multiples
What do you want your students to learn?
o Be able to find the least common factor of two numbers

Assessment o See if the students are able to compete with each other and write out the multiples to their given numbers.
How will you know your students have o Ask them questions throughout the lesson and to wrap up
learned? o Results of the worksheets

Materials Whiteboards, whiteboard markers, sock

What resources will you need?

Lesson Description Time

Start with skip-counting numbers, or count by numbers. To find the multiples of five, we count by 5s. To
find the multiples of ten, we count by 10s.
o We see that 5, 10, 15, and 20 are multiples of 5.
o Is 5 a multiple of 10? No 5 is a factor of 10.

The machine takes 6 dollars for every hour parked in the lot.
o How much would it cost to park in the lot for 1 hour? 2 hours? 3 hours? 5 hours?
WE KNOW this because 6 x 1 = 6, 6 x 2 = 12, 6 x 3 = 18 and 6 x 5 = 30.
o DEFINE: multiple is a number you yield by multiplying your given number with any whole number
What is a whole number: not a decimal.
WE SAY: 6, 12, 18 and 15 are MULTIPLES of 6.
o So, we know 6 x 4 = 24, therefore it cost $24 to park in the lot for 4 hours.
Is 8 a multiple of 6?
o No because there is no whole number you can multiple 6 with to yield 8.
o I cannot park in this lot for any whole hours with 8 dollars
Introduction 10
Is 3 a multiple of 6?
o No because 3 is a factor of 6, you do not multiple 6 with a WHOLE number to yield 3.
o 3 dollars is not enough to park in this lot.

Instruct one student from each table to get a whiteboard, and a sock for their table.

Draw on the board three groups of 9 and ask the first 3 multiples of 9 are? (answer on whiteboard)
o Count with the students to conclude the solution is 9, 18, and 27.
o How do we know this? Because 9 x 1 = 9, 9 x 2 = 18 and 9 x 3 = 27.

Answer on whiteboard:
Draw 3 groups of 7 triangles and ask the first 3 multiples of 7 are?.
o Solution: 7, 14, and 21
Draw 3 groups of 4 butterflies and ask the first 3 multiples of 4 are?
o Solution: 4, 8, and 12.

ED 2500 Orientation to Teaching

 Get into pairs, need a whiteboard and dice. The pairs will roll a random number and write out the first
three multiples of the given number. The person who writes out the first three multiples fastest gets a
point. The first to 15 points wins!
Body 10
To make it more difficult:
o find the first 5 multiples
o get a second dice to create a two-digit number

Second lesson: lets skip count 3 and 5

o Is there a common multiple?
Second o We call this a least common multiple
10
Lesson Intro What is the LEAST COMMON multiple of:
o 2 and 7?
o 6 and 5?
o 9 and 8?

In your pairs,
Roll 2 dices and those will be your values
Body o Ex. 3 and 8, first person to write the least common multiple wins. 10
o Ask, what can I do if I do not know how to find the least common multiple of 3 and 8?
o Skip count, multiplication table, draw.

o Get back to your tables and one person from each table put away the white boards and markers
o Ask students to see if they understand
o Billy tell me what a multiple is
o Johnny, how did he know that?
Closure o Denise is a factor a multiple? 10
o Roy, give me the first three multiples of 2
o Hand out worksheet, you have until the bell to do as many questions as you can and hand it back to me.
o Ryan, what is the first thing you should do as soon as you get the worksheet?
o Mary, where does the worksheet go when you are done?

ED 2500 Orientation to Teaching