Lesson Plan for Primary 4 - Mathematics - Least Common Multiples ( Lcm)

**Lesson Plan: Least Common Multiples (LCM)** **Grade Level**: Primary 4 **Subject**: Mathematics **Topic**: Least Common Multiples (LCM) **Duration**: 60 minutes --- ### Objectives: 1. **Knowledge**: Students will understand the concept of multiples and the least common multiple. 2. **Skills**: Students will be able to find the LCM of two or more numbers. 3. **Attitude**: Students will appreciate the use and importance of LCM in problem-solving. ### Materials Needed: - Whiteboard and markers - Chart paper and markers - Number cards - Interactive worksheets - Small whiteboards and dry-erase markers for each student ### Common Core State Standards: - **CCSS.MATH.CONTENT.4.OA.B.4**: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number is a multiple of a given one-digit number. Determine whether a given whole number is prime or composite. ### Lesson Activities: #### Introduction (10 minutes): 1. **Warm-up**: - Begin with a brief review of multiplication tables. - Ask students what they remember about multiples and have a few volunteers give examples. - Write a few numbers on the board (e.g., 3, 5, 4) and ask students to list the first five multiples of each number. #### Direct Instruction (15 minutes): 1. **Explain Multiples**: - Define a multiple: A multiple of a number is the product of that number and an integer. - Provide examples: "The multiples of 3 are 3, 6, 9, 12, …” 2. **Introduce LCM**: - Define the Least Common Multiple (LCM): The smallest multiple that two or more numbers have in common. - Explain the importance of LCM in solving real-world problems like finding common times for events, sharing things equally, etc. 3. **Steps to Find LCM**: - List the multiples of each number. - Find the common multiples. - Identify the smallest common multiple. #### Guided Practice (15 minutes): 1. **Class Activity**: - Pair students and give them number cards (sets of 1-10). - Ask pairs to choose two numbers and find the LCM using the steps discussed. - Circulate the classroom to provide assistance and check for understanding. #### Independent Practice (10 minutes): 1. **Worksheets**: - Distribute interactive worksheets where students find the LCM of various pairs of numbers. - Include a mix of easy and challenging problems to cater to different skill levels. #### Closure (5 minutes): 1. **Review and Reflect**: - Summarize the day's lesson on the whiteboard. - Discuss any questions or difficulties students encountered. - Reinforce the utility of LCM in everyday situations. #### Assessment (5 minutes): 1. **Quick Quiz**: - Give a short quiz with 3-5 questions to evaluate students' understanding. - Example questions: - Find the LCM of 4 and 6. - Find the LCM of 5 and 10. - Describe in your own words what LCM means. ### Differentiated Instruction: - **For Advanced Students**: Introduce the concept of LCM using prime factorization as an optional challenge. - **For Struggling Students**: Provide additional practice with fewer and smaller numbers, and pair them with peers for support. ### Homework: - Provide students with a worksheet to practice finding LCMs of different pairs of numbers. - Encourage them to explain the steps they took to solve each problem. ### Teacher's Reflection: - After the lesson, reflect on what worked well and what did not. - Note any students who may need additional support or enrichment. - Adjust future lessons based on observed student understanding and engagement. ### Follow-Up: - Plan a follow-up lesson to reinforce LCM concepts, perhaps integrating word problems or real-life applications. --- By the end of this lesson, students should be comfortable finding the LCM of two or more numbers and understand its practical value.