Basic Productivity Tools (BPT)

Lesson Idea Name: How to find the GCF and LCM between numbers
Content Area: Middle School Math
Grade Level(s): 6th Grade
Content Standard Addressed:
MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common
factors of two whole numbers less than or equal to 100.
a. Find the greatest common factor of 2 whole numbers and use the distributive property to express a sum of
two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no
common factors. (GCF) Example: 36 + 8 = 4(9 + 2)
b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve real-world
problems.

Technology Standard Addressed:

1a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning outcomes.

Selected Technology Tool: Powerpoint

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): My lesson is UDL friendly because it is a PowerPoint that all of my
students will have access to outside of my classroom. They will be able to go through the class notes at their
own pace, work with a supplemental teacher one-on-one going over it, translate the material, and make it fit
their personal needs. This works best for students who need extra time understanding and comprehending
the material taught in a classroom setting.

Lesson idea implementation: For this lesson, the teacher will present the PowerPoint to the students who
will follow along with their own notes. In the PowerPoint presentation, there is a variety of transitions
between slides as well as animation with the different bullet points that come up on the screen. This was very
intentional. I want my students to be engaged even during the transitions. I thought fun slide transitions
would be helpful in that goal. With the bullet point animations, that was done because I want to be able to
control when the material is presented to the students. If each slide showed up with all of the content on the
slide, I could see that being very overwhelming for a student. I am able to click for new content to show up
when I want to explain the next step in the lecture. This is so helpful on PowerPoint because I can
individualize my students’ learning by spending more or less time on the parts of the standards that they
need more or less attention on.
This lesson should take approximately 30 to 45 minutes to deliver. With the practice problems shown in the
PowerPoint, I want my students to work on white boards to display their way of thinking and show it to me
before moving on to the next practice problem. The lesson ends with the students’ homework assignment on
the last slide of the presentation. There is a small note at the bottom telling them that the more they practice,

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 Basic Productivity Tools (BPT)
the easier the problems are going to get. I only assign the odd problems in their textbook for homework, but
challenge them to try the even problems as well to get that extra practice in. I will check the students’
homework the next day but not count if they attempted the even problems or not.
Reflective Practice: The lesson I created could impact student learning by helping them be more engaged
during lectures. Part of a math classroom is lecturing—it’s inevitable. With that though, we as teachers have
the power to make that time still engaging and fun for the students. I want my students to know at the
beginning of this lesson that these concepts of GCF and LCM are foundational tools they will need for the
future of their math classes. As I mentioned earlier, to extend my students’ learning I will encourage them to
attempt the other problems in the textbook for extra practice. I could make a Kahoot or Quizlet to do at the
end of class to review their skills finding the LCM and GCF. This would be a great way to keep the class
engaged the entire class period instead of them just starting their homework right away. We could also plan
to play a Kahoot reviewing these concepts each day of the unit to make sure that this skill is constantly fresh
on their minds and it could majorly enhance their conceptual understanding and practice.

Spring 2018_SJB