Megan Day 7.

4 LCM

Math Concept Planning*A larger concept may need to be broken into sub-concepts possibly taught over
9ocus Concept6 MA.:.A.;.< (denti"y and relate prime and composite Date.s/6 <-<=-<4 numbers! "actors! and multiples 'ithin the conte8t o" "ractions. >pening .5ngage/6 +o over morning 'ork problems dealing 'ith ,air)*hare B>- Cuestions6 LCM .students should have e8perience 'ith this already/. - Bo' do least common multiples help us 'hen 'e are solving problems 'ith (" 'e plant "lo'ers in our reading garden! each "lo'erpot 'ill get one "ractions@ seed. (" the "lo'erpots are in a package o" ; seeds and the seeds are in - hat does the LCM o" t'o numbers a package o" ?! 'hat is the least number o" plants that can be gro'n represent@ 'ithout any supplies le"t over@ - Bo' does "inding the LCM help you Circulate the room looking "or A$C student "ind the LCD A- dra's picture $- rites out multiples in a line C - ,rime "actoriAation . ( may have to sho' a student this method/ *$uilding %nderstanding . hole +roup 58ploration-Core/6 Lily is making bracelets to give to her "riends. -o make each bracelet she uses < bracelet and < "astening hook. -he bracelets are sold in packs o" <D and the "astening hooks are sold in packs o" E. Bo' many packs o" each item does she need to buy to make the least number o" bracelets 'ith no supplies le"t over@ Again! look "or A$C students this time "ocusing on students using either $ or C methods ,air)*hare B>- Cuestions6 #&

*(ndependent )*mall +roup ,ractice .Di""erentiation/6 3 - *tudents 'ill come C- E-DF odd numbers 5- DD-D4! D;GD7 5;D back 'ith me 'orking only on page F=< and pulled 'ith me or Mr. on 7ust "inding the D; G D7 i" they "inish Latson "or more skills LCM o" t'o numbers they can complete page that combine LCM then moving on to 5;D 'ith "ractions. "inding the LCD. Application6

**-iered 1ournal Cuestions6 Students will all answer the same essential questions
36 C6

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***5vidence o" Learning6 *tudents 'ill 'rite do'n D numbers bet'een <G D= s'itch 'ith a partner "inding the LCM o" those t'o numbers on a sticky note.
multiple days. ith each sub-concept! the cycle o" #$uilding %nderstanding& "ollo'ed by #(ndependent)*mall +roup ,ractice& 'ill need to be repeated. -his process 'ill lead to an understanding o" sub-concepts and ready students "or the application o" the larger concept. $ased upon in"ormal assessment.s/ during the #building understanding& component! teachers 'ill make decisions about (ndependent)*mall +roup ,ractice according to students0 readiness levels. **1ournal 2uestions should be tiered to match students0 readiness levels .3 4 3eteach! C 4 Core! 5 4 5nrich/. ***,ossible options "or students to demonstrate evidence o" learning are6 "ormal assessments .Mid-Chapter Checkpoint! Chapter Assessments! etc/! in"ormal assessments .7ournal entries! anecdotal records! etc/! selected items "rom student te8tbook and)or "rom 3eteach! $enchmark ,ractice! or 5nrich resource books.