Susan Guan

The Short Form Lesson Planner

Content Area: Mathematics Greatest Common Factor
Lesson Length: ___60___ minutes
Content Standards:
CCSS-M- 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators.

CCSS-ELD-PI.5.1.Ex. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

CCSS-ELD-PI.5.3.Ex. Offering and supporting opinions and negotiating with others in communicative
exchanges

Learning Objective/Goal:
Students will determine the common factors and the greatest common factor of a set of numbers.

The Lesson Plan

Introduction (3 minutes)
Teacher will start by presenting the objective of the lesson and telling students what they will be learning
about which is the greatest common factor. Before beginning, teacher will write the GCF on the board
and ask students to break down each word and share out the meaning of each word.

Anticipation student response: Greatest means biggest, common means the same, and factor is the
numbers that are multiplied together to get the product.

Taking the student response, combine all ideas and tells students that we will be finding greatest factors
from numbers that are the same.

Body (55 minutes):

Modeling (15 minutes)

Begin by telling students that they are going to learn two ways to find the GCF. The first method will
involve the prime factorization tree. Ask students if they remember how to do this. Remind students that
they learned about this a couple months back.

Present the first example to students 12, 18

Guide students in creating a prime factorization tree for both numbers. Then ask students which common
prime numbers do both numbers have. After, take the common number and multiply the numbers to get
the GCF.

Tell students that they will now learn the second method to solving for the GCF. The second method
involves students thinking about all of the factors that can make up both numbers. Taking 12 and 18, ask
students to give you all of the possible factors of each number. Write the factors down and then order the
factors from least to greatest. Explain to students that ordering the numbers will allow students to see the
common factors. Circle the common factors. Ask students which common factor is the greatest.
Tell students that it is their turn to try both of these methods. Tell students to take out their white board.
Present problem 16, 24

Monitor students are they complete both methods for the problem. Go over problem after as a whole
class.

Guided Practice (20 minutes)

Tell students that they are now going to have a chance to work on a couple of problems with their clock
partners. Tell students to take out clock partner paper and tell student to work with their __ o clock
partner on three problems.

Pass out guided practice problem.

Allow students to pair up with their clock partner and work on the guided practice.

Go over guided practice problems as a class.

Independent Practice (20 minutes)

Tell students that they will now work on some problems independently. This will show how well their
have learned this concept. Tell students to quickly and quietly take out their math textbook and work on
page 559.

Closure (2 minutes)
After collecting the independent practice, teacher will ask students to share what they learned in todays
lesson. Teacher will also ask students to share out the two ways that can be use to solve for the greatest
common factor.