Mathematics - Primary 4 - Lowest Common Multiple (LCM)

Lowest Common Multiple (LCM)

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Term: 1st Term

Week: 9

Class: Primary 4
Age: 9 years
Duration: 40 minutes of 5 periods
Date:
Subject: Mathematics
Topic: Lowest Common Multiple (LCM)

SPECIFIC OBJECTIVES:

At the end of the lesson, pupils should be able to:

  1. ) Write multiples of numbers up to 9.
  2. ) Find the LCM of two or more numbers using the multiple method.
  3. ) Solve real-life problems using LCM.
  4. ) Solve quantitative aptitude problems involving LCM.

INSTRUCTIONAL TECHNIQUES: Explanation, questioning, guided discovery, class discussion.
INSTRUCTIONAL MATERIALS: Number charts, multiplication tables, flashcards, counters, textbook.

INSTRUCTIONAL PROCEDURES

PERIOD 1 and 2:

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Reviews concept of multiplication and introduces the idea of multiples.

Pupils respond and give examples.

STEP 2 – EXPLANATION

Explains how to write multiples of numbers (e.g. 2, 3, 4, etc.).

Pupils listen and observe.

STEP 3 – DEMONSTRATION

Guides pupils to list multiples of numbers up to 9. E.g. Multiples of 3: 3, 6, 9, 12...

Pupils write out multiples.

STEP 4 – NOTE TAKING

Guides pupils to write the meaning of multiples and examples.

Pupils write notes.

NOTE:
Multiples of a number are the results of multiplying that number by 1, 2, 3, etc.
Examples:

  • Multiples of 2: 2, 4, 6, 8, 10
  • Multiples of 4: 4, 8, 12, 16

EVALUATION:
Write the first 5 multiples of:

  1. 3
  2. 5
  3. 6

CLASSWORK: As in evaluation
ASSIGNMENT: List the first 6 multiples of:

  1. 7
  2. 8
  3. 9

CONCLUSION: The teacher commends the pupils positively.

 

PERIOD 3 and 4:

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Revises multiples of numbers.

Pupils answer questions.

STEP 2 – EXPLANATION

Explains how to find the LCM of two or more numbers using the multiple method.

Pupils pay attention and ask questions.

STEP 3 – DEMONSTRATION

Demonstrates finding LCM of: a. 4 and 6 b. 3 and 5

Pupils solve examples with the teacher.

STEP 4 – NOTE TAKING

Pupils write definition and examples.

Pupils copy notes.

NOTE:
LCM is the smallest number that is a multiple of two or more numbers.
Example:

  • LCM of 3 and 5 = 15
  • LCM of 4 and 6 = 12

EVALUATION:
Find the LCM of:

  1. 2 and 6
  2. 5 and 10
  3. 3 and 4

CLASSWORK: As in evaluation
ASSIGNMENT: Find the LCM of:

  1. 6 and 9
  2. 4 and 5
  3. 2, 3, and 6

CONCLUSION: The teacher commends the pupils positively.

PERIOD 5:

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Reviews the concept of LCM.

Pupils answer questions.

STEP 2 – EXPLANATION

Introduces real-life word problems involving LCM.

Pupils listen and contribute.

STEP 3 – DEMONSTRATION

Solves examples like: “If two bells ring every 3 and 4 minutes, when will they ring together?”

Pupils work along.

STEP 4 – NOTE TAKING

Gives important steps and tips for solving word problems.

Pupils write notes.

NOTE:
Example:

  • Tobi exercises every 6 days, Bola every 8 days. In how many days will they exercise together?
    → LCM of 6 and 8 = 24 days

EVALUATION:
Solve:

  1. A tap drips every 5 minutes, another every 10 minutes. When will they drip together?
  2. LCM of 4, 6, and 8

CLASSWORK: As in evaluation
ASSIGNMENT: Solve:

  1. LCM of 3 and 9
  2. Bola visits the clinic every 7 days, Amaka every 14 days. When next will they visit together?

CONCLUSION: The teacher commends the pupils positively.