WEEK #5: 26th September to 30th September

Class: 1-1, 1-2, 1-3 and 1-6

Subject: Math

Lesson: 1
Topic: Number Theory

Sub-topic: Common Factors

Time: 40 Minutes

Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 26
 Common Factors: http://www.factmonster.com/ipka/A0933353.html

Previous Knowledge:
 Students know the definition of a factor.

Objectives: Through think-pair-share and demonstration, students will be able to:

 Define the term ‘Common factor’.
 Use Venn-diagram to identify common factors of two positive numbers.
 Recognize the application of common factors when solving real life problems.

Concepts:
What is a Common Factor?

Let us say you have worked out the factors of two numbers:

Example: Factors of 36 and 40

Factors of 12 are 1, 2, 3, 4, 6, 9, 12, 18, and 36.

Factors of 40 are 1, 2, 4, 5, 8, 10, 20 and 40.

Then the common factors are those that are found in both lists:

 Notice that 1, 2, and 4 appear in both lists?

So, the common factors of 36 and 40 are: 1, 2, and 4.

Skills:
1. Use Venn-diagram to solve for common factors.
2. Communicate results of think-pair-share activity.
Attitudes:
1. Cooperate in group activity.
2. Actively participate in class discussion.

Materials:
 Posted notes, Name box, Bowl, Newsprint, Markers, Incomplete Venn-diagram.

Introduction:
 On posted note provided, students will be allowed one minute to define the term Factors.
Volunteers will be asked to share their answers. Teacher will elaborate on the responses.

Development:
 Think-Pair-Share: Students will be allowed a minute to brainstorm on the term ‘common
factors’. Students will be paired according to rows. They will then be asked to write
down the definition for the term common factors. Through the picking of names form
name box, students will be asked to share their answers. Teacher will elaborate on the
responses.
 After defining the term common factors, with the use of a Venn-diagram students will be
demonstrated how to solve for the common factors of two positive numbers. Teacher will
demonstrate three examples. Students will be explained step by step.
 Fish Bowl Activity: Two pairs will join together hence forming groups of four. In groups,
students will hand pick a strip of paper from the bowl containing a specific pair of
numbers. They will be instructed to solve for the common factors of the pair of numbers
through the use of a Venn-diagram. Students will be allowed ten minutes for this task to
be done on newsprint. After the ten minutes, reporter from each group will do a two
minute presentation of their information.

Closure:
 Orally, the lesson will be summarized.

Conclusion:
 Students will be provided with an incomplete Venn-diagram. The Venn diagram will
contain missing numbers which students will be responsible of filling out. After filling
out the missing numbers students will list the common factors. Students will be allowed
three minutes to complete the task on index card. To be collected.

Extended Activity:
 Students will complete a worksheet on common factors of numbers.

Lesson Evaluation:
Lesson: 2
Topic: Number Theory
Sub-topic: Greatest Common Factor (Highest Common Factors)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 26
 Math Cartoon - catching the bad guy using the Greatest Common Factor:
https://www.youtube.com/watch?v=ox2CWep7ltk
 Greatest Common Factor Worksheet: http://www.math-aids.com/Factors/

Previous Knowledge:
 Students know what common factors are and to solve for common factors using a Venn-
diagram. .

Objectives: After watching a video on GCF and through the completion of a GCF puzzle,
students will be able to:
 Describe the term ‘Greatest Common Factor’.
 Compute for the Greatest Common Factor of two or more positive numbers.
 Value the importance of GCF when solving real life situations.

Content:
How do we identify the Greatest Common Factor?
1. Find all the Factors of each number,
2. Circle the Common factors,
3. Choose the Greatest of those  
Example: GCF of 12 and 16:

Skills:
1.) Carefully observe a video and point out the method used to solve for GCF.
2.) Create Venn-diagrams to identify highest common factors.

Attitudes:
1.) Actively participate in the hot potato activity.
2.) Cooperate in think-pair-share and group activity.
Materials:
 Small ball, GCF label, Name box, Video: Catching the bad guy using the Greatest
Common Factor’, GCF puzzle, and GCF Worksheet.

Introduction:
 Hot Potato Activity: Teacher will give a ball (representing the hot potato) to the student
in the first row and to the student in the last row. Students will start passing the ball on
teachers signal. When the teacher says STOP then the persons with the ball will be asked
a question and the one raising his/her hand first, will answer the question. The game will
continue for the next questions. Sample questions: What is a common factor? How do we
solve for common factors?

Development:
 Students will be presented with the abbreviation ‘GCF’. They will be allowed a minute to
write down what the abbreviation stands for. Through the selection of names from name
box, students will be asked to share.
 Students will then be presented with a video entitled ‘Catching the bad guy using the
Greatest Common Factor’. Students will be asked to analyze the video and identify the
steps used to solve for GCF of two or more positive numbers. After the video has
finished, students will be allowed two minutes to finalize their answers. Through the
picking of names from name box, students will be asked to share. Teacher will elaborate
on the responses.
 Teacher will then explain what greatest common factor means and will demonstrate five
examples.
 Students will then be assigned five problems to solve on their own. They will be allowed
five minutes for this task and then students will be asked to share their answers through
the selection of names from name box. Teacher will elaborate on the responses and
corrections will be made where necessary.

Closure:
 Exit Slip: Students will be allowed a minute to write one sentence describing what they
learned in today’s lesson. After the minute, through the selection of names from name
box, students will be asked to share their responses.

Conclusion:
 Students will then pair according to rows and will be allowed five minutes to complete a
GCF puzzle. Students will be guided as they work out the solutions. Puzzles will be
collected to be checked and graded.

Extended Activity:
 Students will complete a worksheet composed of ten sets of numbers for them to compute
the GCF of.

Lesson Evaluation:
Lesson: 3
Topic: Number Theory
Sub-topic: Quiz #3 – LCM and GCF
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 26-28
 GCF and LCM Problems: http://www.ixl.com/math/grade-6/gcf-and-lcm-problems

Previous Knowledge:
 Students can solve for the Greatest Common Factor and Lowest Common Multiple of
positive numbers.

Objectives: Through the ‘Sink or Swim’ game and through the completion of quiz #3 on GCF
and LCM, students will be able to:
 Solve for the Lowest Common Multiple of three sets of positive numbers.
 Compute for the Greatest Common Factor of five sets of positive numbers.
 Recognize the importance of LCM and GCF when solving real life problems.

Concepts:
Greatest Common Factor (GCF)
– is the greatest of the common factors of two or more positive integers.

How do we identify the Greatest Common Factor?

1. Find all the Factors of each number,
2. Circle the Common factors.
3. Choose the Greatest of those.
4.
Lowest Common Multiple (LCM):
- is the smallest of the common multiples of two or more positive integers.

How do we identify the Lowest Common Multiple (LCM)?

1. Find the Multiples of each number,
2. Circle the Common multiples,
3. Choose the Smallest of those.

Skills:
1. Solve for LCM and GCF of positive numbers.
2. Outline steps when writing solutions.

Attitudes:
1. Actively participate in ‘Sink or Swim’ game.
2. Cooperate in group activity.
Materials:
 Posted notes, name box, and copy of Quiz #3.

Introduction:
Sink or Swim
 The class will be divided into two teams facing one another (standing).
 Team 1 will be asked a question, and if they get it right, they can choose one person from
the other team to sink (seating down).
 Then team 2 will be asked a question, and if they get the answer right, they may either
sink their opponents’ team member, or save their sunken team member.
 At least six questions will be asked.
 After all the questions have been asked, the team with the most people swimming
(standing) will be the winner.

Development:
Quiz #3
 Students will seat down and will be provided with a copy of quiz #3.
 Quiz #3 will be administered.

Closure:
 Quiz papers will be collected.
 Teacher will briefly go over the questions for students to more or less get an idea of the
answers for the quiz.

Conclusion:
 On posted notes provided, students will be asked to write their expected grades for the
quiz. To be collected.

Extended Activity:
 Students will write a short journal explaining their experience concerning quiz #3.

Lesson Evaluation:
Lesson: 4
Topic: Number Theory
Sub-topic: Word Problems (Greatest Common Factor)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28
 KWL method: http://www.readwritethink.org/files/resources/KWL%20Chart.pdf
 GCF word problems: http://www.k5learning.com/sites/all/files/GCF-and-LCM-word-
problems-1.pdf

Previous Knowledge:
 Students are familiar with synonyms for the word ‘greatest’.

Objectives: Through discussion and demonstration, students will be able to:

 Use the KWL method to solve at least five word problems on Greatest Common Factor.
 Identify key terms (synonyms of the word ‘greatest’) when solving the word problems.
 Appreciate the importance of reading and understanding when solving word problems.
 Recognize the application of solving for Greatest Common Factor through the solving of
real life word problems.

Concepts:

Greatest Common Factor (GCF)

– is the greatest of the common factors of two or more positive integers.

Terms used for highest: greatest, biggest, largest, maximum, … etc,

Example: Serena wants to create snack bags for a trip she is going on. She has 6 granola bars
and 10 pieces of dried fruit. If the snack bags should be identical without any food left over, what
is the greatest number of snack bags Serena can make?

Solution:
The Key term in this question is ‘greatest number’, so we can realize that we need to identify
the ‘greatest common factor of 6 and 10’!

Thus, we list out the factors for each of the numbers:

Factor of 6: 1, 2, 3, 6
Factors of 10: 1, 2, 5, 10
Common factors for 6 and 10: 1 and 2.
Hence, the GCF for 6 and 10 is 2.

Ans: The greatest number of snack bags Serena can make is 2.

Skills:
1. Apply the KWL method to solve word problems.
2. Solve for greatest common factor.
3. Identify key terms (synonyms of the word ‘greatest’) when solving word problems.

Attitudes:
1. Cooperate in think-pair-share.
2. Communicate findings of think-pair-share.
3. Carefully appreciate the importance of reading and understanding when solving word
problems.

Materials:
 Index cards, name box, laptop, projector, KWL chart, GCF word problems, and
worksheet.

Introduction:
 Students will be allowed one minute to write at least three synonyms for the word
‘greatest’. After the minute, volunteers will be asked to share their answers. Teacher will
elaborate on the responses.

Development:
 The synonyms for the term ‘greatest’ will be written on one side of the board. These will
serve as key words to aid students in the solving of GCF word problems.
Demonstration Model:
 Think-Pair-Share: Students will be presented with a GCF word problem and will be
allowed a minute to brainstorm on how to solve it. Then, students will be asked to pair up
according to rows and to write their solution. They will be allowed two minutes for this.
After the two minutes, volunteers will be asked to share their answers. Teacher will
elaborate on the responses.
 Students will then be presented with the KWL method to solve word problems. Teacher
will demonstrate how to solve the word problem previously given using the KWL
method. Students will be asked to follow as teacher demonstrates step by step.
 Students will then be given another word problem to solve now using the KWL method.
They will be allowed five minutes for this and teacher will be guiding them as they solve
the word problem. After the five minutes, as a class, the solution for the word problem
will be reviewed. Teacher will demonstrate the solution on the board for students to
evaluate their answers.
 Students will then be given five word problems to solve on their own. They will be
allowed fifteen minutes to complete this task. After the fifteen minutes, through the
handpicking of names from name box, students will be asked to write their solution on
the board. As a class, the answers will be checked and corrections made where necessary.

Closure:
 Through questioning, content covered in today’s lesson will be summarized. Sample
questions: Which method can be used to solve word problems? Which key words can be
identified in GCF word problems? Etc…
Conclusion:
 Students will be given one GCF word problem and will be allowed three minutes to solve
it on index card provided. To be collected.

Extended Activity:
 Students will complete a worksheet composed of ten GCF word problems.

Lesson Evaluation:
Lesson: 5
Topic: Number Theory
Sub-topic: Word Problems (Lowest Common Multiple)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28
 KWL method: http://www.readwritethink.org/files/resources/KWL%20Chart.pdf
 LCM word problems: http://www.k5learning.com/sites/all/files/GCF-and-LCM-word-
problems-1.pdf

Previous Knowledge:
 Students are familiar with synonyms for the word ‘lowest’.

Objectives: Through discussion and demonstration, students will be able to:

 Use the KWL method to solve at least five word problems on Lowest Common Multiple.
 Identify key terms (synonyms of the word ‘lowest’) when solving the word problems.
 Recognize the application of solving for Lowest Common Multiple through the solving
of real life word problems.

Concepts:

Lowest Common Multiple (LCM):

- is the smallest of the common multiples of two or more positive integers.

Terms used for lowest: least, smallest, shortest, minimum, … etc,

Example: Jackson Stationery sells cards in packs of 8 and envelopes in packs of 12. If Kina
wants the same number of each, what is the minimum number of cards that she will have to buy?

Solution:
The Key term in this question is ‘minimum number’, so we can realize that we need to identify
the ‘lowest common multiple’ of 8 and 12.

Thus, we list out the multiples for each of the numbers:

Multiples of 8: 8, 16, 24, 32, 40, 48, 56…
Multiples of 12: 12, 24, 36, 48, 60, 72 …
Common multiples for 8 and 12: 24, 48,… etc,
Hence, the LCM for 8 and 12 is 24.

Ans: The minimum number of cards that she will have to buy is 24.

Skills:
1. Apply the KWL method to solve word problems.
2. Solve for lowest common multiple.
 3. Identify key terms (synonyms of the word ‘lowest’) when solving word problems.

Attitudes:
1. Participate in class discussion.
2. Carefully appreciate the importance of reading and understanding when solving word
problems.

Materials:
 Laptop, projector, name box, KWL chart, LCM word problems, and worksheet.

Introduction:
 Students will be allowed one minute to write at least three synonyms for the word
‘lowest’. After the minute, volunteers will be asked to share their answers. Teacher will
elaborate on the responses.

Development:
 The synonyms for the term ‘lowest’ will be written on one side of the board. These will
serve as key words to aid students in the solving of LCM word problems.
Demonstration Model:
 Students will be presented with an LCM word problem and will be allowed three minutes
to solve it. After the three minutes, volunteers will be asked to share their answers.
Teacher will elaborate on the responses.
 Teacher will then demonstrate how to solve the word problem given using the KWL
method. Students will be asked to follow as teacher demonstrates.
 Students will then be given another word problem to solve using the KWL method. They
will be allowed five minutes for this task. After the five minutes, as a class, the solution
for the word problem will be reviewed. Teacher will demonstrate the solution on the
board for students to evaluate their answers.
 Students will then be given one word problem to solve on their own. They will be
allowed five minutes for this. After the five minutes, a volunteer will be asked to write
his/her solution on the board. As a class, the answer will be checked and corrections
made if necessary.
 Students will then be assigned four word problems from the textbook. They will be
allowed ten minutes for this task. After the ten minutes, students will exchange notebooks
according to rows for peer checking. Through the handpicking of names from name box,
students will be asked to share their answers. Teacher will elaborate on the responses.

Closure:
 3-2-1 Activity: Students will be allowed two minutes to write on posted note provided:
three things learned, two question/concerns about the topic, and one thing like about the
lesson.

Conclusion:
 Students will be given one LCM word problem and will be allowed three minutes to
solve it on index card provided. To be collected.
Extended Activity:
 Students will be instructed to create a book mark with the title being ‘Greatest’ on one
side and ‘Lowest’ on the other. They will be requested to write as much synonyms as
possible for each of the terms. These will aid them in solving word problems regarding
HCF and LCM since they will be able to identify these key terms. To be collected.
 Students will complete a worksheet composed of ten LCM word problems.

Lesson Evaluation:
Lesson: 6
Topic: Number Theory
Sub-topic: Word Problems (LCM and GCF)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28
 GCF and LCM Word Problems: http://www.ixl.com/math/grade-6/gcf-and-lcm-word-
problems

Previous Knowledge:
 Students are familiar with how to solve word problems on GCF and LCM using the KWL
method.

Objectives: Through group activity and presentations, students will be able to:
 Identify key terms when solving word problems.
 Use the KWL method when solving word problems dealing with LCM or GCF.
 Recognize the application of LCM and GCF through the solving of real life word
problems.

Concepts:

Sample Word Problems:

1.Anne is a dental sales representative who wants to distribute 18 brochures and 6 pamphlets to
local dental offices. She wants to deliver the same combination of brochures and pamphlets to
each office, without having any materials left over. What is the greatest number of dental offices
Anne can distribute materials to?
2.Jason notices an identical number of two types of insects in his neighborhood: butterflies and
dragonflies. He always seems to observe butterflies in groups of 7 and dragonflies in groups of 2.
What is the smallest number of butterflies that he could have seen?
3.At a dinner party with an equal number of adults and children, adults are seated at tables of
exactly 6 and children are seated at tables of exactly 3. What is the minimum number of children
attending?
4.Tim has a bag of 36 orange-flavoured sweets and Peter has a bag of 40 grape-flavoured sweets.
They have to divide up the sweets into small trays with equal number of sweets; each tray
containing either orange-flavoured or grape-flavoured sweets only. If there is no remainder, find
the largest possible number of sweets in each tray.

5.Janice and Jasmine were each given a piece of ribbon of equal length. Janice cuts her ribbons
into equal lengths of 2 m, while Jasmine cuts her ribbons into equal lengths of 5 m. If there was
no remainder in both cases, find the shortest possible length of ribbon given to them.
6.To encourage public transportation, Kim wants to give some friends envelopes with bus tickets
and subway tickets in them. If she has 20 bus tickets and 15 subway tickets to split equally
among the envelopes, and wants no tickets left over, what is the maximum number of envelopes
Kim can make?

Skills:
1. Apply the KWL method to solve word problems.
2. Solve for LCM and GCF.
3. Identify key terms (synonyms of the word ‘lowest’) when solving word problems.

Attitudes:
1. Cooperate in group activity.
2. Carefully appreciate the importance of reading and understanding when solving word
problems.
3. Carefully listen while others are presenting.

Materials:
 Posted notes, Strips of paper with word problems, small box, newsprint, markers, tape,
three word problems.

Introduction:
 Pass the Ball Activity: Teacher will give a ball to the student in the first row and to the
student in the last row. Students will start passing the ball on teachers signal. When the
teacher says STOP then the persons with the ball will be asked a question and the one
raising his/her hand first, will answer the question. Sample questions: Describe the KWL
method. How do we solve for greatest common factors? How do we solve for lowest
common multiple? Which are some synonyms for the word greatest? Which are some
synonyms for the word lowest? Etc.

Development:
Group Activity:
 Students will be placed in groups of six through the numbering method.
 Each group will be asked to hand pick a specific strip of paper from a small box. The
strip of paper will contain a specific word problem.
 In groups, students will solve the word problem and will write their solution on
newsprint. They will be asked to follow the KWL method as they solve the word
problem. In addition, they will be asked to circle the key term in their word problem and
to specify if they are finding the Greatest Common Factor or the Lowest Common
Multiple. Students will be asked to show all the working!
 Groups will be allowed 15 minutes for this task.
 After the 15 minutes, each group will do a two minute presentation of their solution. As
students present, teacher will elaborate on the answers and will make any corrections if
necessary.
Closure:
 Exit Slip: Students will be allowed one minute to write on posted note provided, one
main thing they learned in today’s lesson. Two volunteers will then be asked to share.

Conclusion:
 Students will be presented with two word problems. They will be allowed one minute to
identify the key term in the word problem and to specify if the word problem is to be
solve using the Greatest Common Factor or the Lowest Common Multiple.

Extended Activity:
 Students will be asked to write two word problems of their own; one dealing with GCF
and the other dealing with LCM.

Lesson Evaluation:
Lesson: 7
Topic: Number Theory
Sub-topic: Test #1
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 27-28

Previous Knowledge:
 Students have covered the topics: number properties, rules of integers, factors, multiples,
GCF, LCM, and word problems on GCF and LCM.

Objectives: Through the construction of a graphic organizer and completion of Test #1 on

Number Theory, students will be able to:
 Differentiate among the commutative, associative, and distributive law.
 Apply the rules of integers when solving basic arithmetic operations.
 Solve for factors of positive numbers.
 Identify the prime factors of positive numbers.
 Express a number as a product of prime factors.
 Solve for the multiples of positive numbers.
 Use KWL chart to solve GCF and LCM word problems.
 Recognize the application of Number Theory through the solving of real life word
problems.

Content:
Commutative Law
The commutative law for an arithmetic operation deals with the order in which the operation is
performed.
Associative Law
The associative law for an arithmetic operation deals with grouping the numbers.
Distributive Law
The distributive law for an arithmetic operation deals with the multiplication of numbers in
brackets.

Rules of Integers:
Addition and Subtraction:
1. Same sign, add and keep the sign.
2. Unlike sign, subtract and keep the sign of the largest number.
Multiplication and Division:
3. Like sign = Positive Answer
4. Unlike sign = Negative Answer

Factors of a Number: are those numbers, including 1 and itself, which can divide exactly into the
number.
Multiple of a number:
-is k times the number where k is a natural number. The multiples of a number are what you get
when you multiply it by the counting numbers.

Skills:
1. Classify operations as following the commutative, associative or distributive law.
2. Apply the rules of integers.
3. Solve for factors and multiples of a number.
4. Use KWL method to solve word problems.

Attitudes:
1. Actively participate in fish bowl activity.
2. Follow instructions through test completion.

Materials:
 Test #1.

Introduction:
 As a class, a graphic organizer will be constructed in order to quickly review the topics:
number properties, types of numbers, rules of integers, factors, multiples, and word
problems.

Development:
 Students will be reminded about the rules to be followed when taking a test.
 They will be provided with a copy of test #1.
 Instructions will be reviewed.
 Test #1 will be administered.

Closure:
 Students will be reminded to follow instructions, to show working and to attempt to all
the questions as possible.

Conclusion:
 Test papers will be collected.
 Students will be asked to share which question was the most difficult one for them and to
share their expected grades for the test.

Extended Activity:
 Students will write a short journal explaining their experience concerning test #1.

Lesson Evaluation:
Lesson Evaluations for Week #3:
Lesson #1:
1. What concepts or skills do the students need to be retaught?
Students were able to grasp the concept. The use of the Venn-Diagram indeed helps students be
able to identify the common multiples.
2. What concept or skills do the students need to practice?
Students need to practice solving for common multiples of a set of more than two numbers.
3. What concept or skills are the students ready to be introduced to?
Students are now to be introduced to Lowest Common Multiple.
Lesson #2:
1. What concepts or skills do the students need to be retaught?
Having discussed method to solve for common multiples helped students to be able to solve for
Lowest Common Multiple of set of positive numbers easily. The activity used had students
engaged in the lesson and they were able to learn, practice and have fun at the same time. They
were actively involved in the lesson.
2. What concept or skills do the students need to practice?
Students need to practice solving for the lowest common multiple of set of more than two
numbers.
3. What concept or skills are the students ready to be introduced to?
Students are to be introduced to Greatest Common Factor.

Lesson #3,4,&5: This week apart from not having classes on Monday because of Patriotic
Assembly and on Wednesday because of Independence Day Parade, on Tuesday and Friday
classes were also cut, due to this then this week I was only able to have two complete and formal
lessons with all classes. Hence lesson 3,4, and 5will be forward to next week.