Common Core Learning Standards Addressed

The Number System6.NS.2 Fluently divide multi-digit numbers using the standard algorithm
The Number System6.NS.4 Find the greatest common factor of two whole numbers less than or equal to
100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two
whole numbers with no common factor.
Expressions and Equations 6.EE.2 Write, read, and evaluate expressions in which letters stand for
numbers.
Emerging 2.I.1. Exchanging information/ideas Engage in conversational exchanges and express ideas on
familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
Expanding 2.I.1. Exchanging information/ideas Contribute to class, group, and partner discussions by
following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and
paraphrasing key ideas.
Bridging 2.I.1. Exchanging information/ideas Contribute to class, group, and partner discussions by
following turn-taking rules, asking relevant questions, affirming others, adding relevant information and
evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning

Essential Question

How can you find and use the greatest common factor (GCF) of two or more whole numbers?

Content Objective and Skills

Students will be able to find and use the greatest common factor of two whole numbers.
Know the difference between prime and composite numbers
Find the factors of a number by dividing
Use context clues to determine operations in word problems

Language Objective and Skills

Students will be able to explain

and demonstrate how to find and use the GCF.

Know the terms: prime/composite/factor
Communicate sequential steps

Warm Up

Jeopardy Math: x = 6 (division/divisor)

Possible Answers

18/x = 336/x = 6

12/x = 2

48/x = 86/x = 1

96/x = 16

Students usually get to choose operations and where to put x, just not as the answer, but I want to be able
to go back to the warm up and say what do all the problems have in common? A common factor of 6.
Enrichment: pick two that have a GCF of 6, pick two that do not.

Hook

Have the students pair up and find one thing they have in common with the class. Have a couple kids share
out examples. Then ask What are some things numbers can have in common (both odd, both prime, both
divisible by three) Give examples of 2 numbers if prompting is needed. Read the essential question and
explain that today we are learning how to find the greatest common factors and how to use them practically
in the real world.

Lesson

Listing Factors Method

Put 24 and 36 on the board. Ask for possible GCFs for the two numbers from the students. Write them on
the board and then ask the class to pair up and partner A finds the factors of the first number and partner B
finds the factors of the second number. Remind students you can find a factor by dividing a number by
another number. The number you divide by and the dividend are both factors of the original number. After
students start to finish up, start asking for factors of each number starting with the kids that struggle the most
first to build confidence. After the class has agreed that we have found all the factors, have them write the
common factors on their board. Which guesses can we eliminate after finding the common factors? Cross
out any guesses that are not listed as common factors. If students have not already pointed it out, note the

word greatest. How does that narrow down our answer? Tell them that is one way to find the greatest
common factor, but when might we not want to use that method. (When the numbers are REALLY big)
Factor Tree Method
Review the differences between prime and composite. Tell the students prime numbers get circles and
composites get boxes. Use 24 and 36 again and have the students figure out one factor pair and show them
how to make the tree. If there is time, see if the students can figure out how to use the prime factors to find
the GCF using socratic questioning if needed.
Reasoning Method
Using the same numbers, have the students take the smaller number and ask the question, does 24 go into
36 evenly. No. Divide it by 2 to get 12. Does 12 go into 36 evenly? Yes. Then 12 is your greatest common
factor.
Word Problems
Student identify key words, important information, and style of questioning. Ask students when GCF might
help them with other problems (reducing fractions) and what kinds of real world situations use GCF
(breaking people into groups, making baskets with even amounts of fruit)
Practice
Have the students practice answering problems in the book trying out the different methods . Review the
homework on ALEKS by having the students solve the problems on their boards using the method of their
choice. After they successfully show their answer and how they got it, they can move onto the exit slip and
homework. An additional review after each question for students that are not getting the right answer and
encouragement to try the listing factors method because that is the easiest one for students that have
problems with multi-step and conceptual problems.

Assessment

Dry erase board answers

Targeted Questioning
Exit Slip
ALEKS
Resources/Materials

SmartBoard
Dry Erase Board
Textbook
Computer
Math Notebook

Differentiation

Calculator/times table to help with factoring

Leveled questioning
Multiple methods for solving
Throwing in more than two numbers to factor