Lesson Plan | Active Methodology | LCM

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 7 minutes)

This objectives stage is key to guiding both learners and the teacher towards the essential skills that will be honed during the lesson. By clearly defining expected outcomes, students can better prepare and actively engage in the planned activities, understanding how the theoretical concepts learned at home will be applied and expanded upon in class. This section also aligns expectations, ensuring both teacher and students share a common goal for learning outcomes.

Objective Utama:

1. Enable learners to determine the LCM (Least Common Multiple) of two or more numbers using both factorization and the listing of common multiples.

2. Cultivate the ability to utilize LCM knowledge in addressing practical challenges, like calculating equivalent fractions and situations where people converge, such as runners on a track.

Objective Tambahan:

1. Promote critical thinking and the exploration of various techniques for calculating LCM, leading to a deeper grasp of the concept.
2. Encourage teamwork and dialogue among learners during hands-on activities to enhance learning from peers.

Introduction

Duration: (15 - 20 minutes)

This introduction phase engages learners and prompts them to think about how LCM applies to real-world situations. By introducing problems that they might face in their lives or during activities like sports, music, and events, students can see the relevance of the topic, connecting their prior study to practical applications. This contextualization enhances their interest and motivation to learn.

Problem-Based Situation

1. Picture yourself organizing a soccer tournament with three teams, each consisting of different numbers of players. To allocate jerseys, you need to figure out how many of each color to procure so that every player sports the same color. How can you apply LCM to tackle this problem?

2. Think about three friends who want to plant flowers in their gardens. Each friend owns a plot of land varying in size, and they aim to equally divide their land to plant the same number of flowers. How can LCM aid in establishing the size of each plot?

Contextualization

The concept of Least Common Multiple (LCM) is fundamental not only in mathematics but also in everyday life, including task distribution, event organization, and recognizing repetition patterns in music or art. For example, in music, LCM is used to figure out common beats across different sections of a song, aiding in both composition and interpretation. Hence, understanding and applying LCM not only facilitates resolving mathematical problems but also simplifies daily tasks.

Development

Duration: (70 - 75 minutes)

This development phase allows learners to apply their understanding of calculating Least Common Multiple (LCM) in a practical, engaging way. Through playful, challenging activities, this phase aims to solidify their understanding of LCM while nurturing teamwork, logical reasoning, and problem-solving abilities. Opting for a single activity allows for an in-depth exploration of the topic, ensuring students can delve into the concept meaningfully.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Magic Multiples Challenge

> Duration: (60 - 70 minutes)

- Objective: Practice applying LCM knowledge, enhancing logical reasoning and fostering collaboration among group members.

- Description: In this fun challenge, students will form groups of up to five and be tasked with creating a magical sequence of numbers, where each number is a multiple of a common number—the LCM. Each group will receive cards with prime numbers and must use these cards to craft the least number of common multiples, ensuring all multiples are below 100.

- Instructions:

• Divide the class into groups of up to 5 learners.

• Provide each group with a set of numbered prime number cards.

• Tell them they should utilize these numbers to build a sequence of common multiples under 100.

• Each card can only be used once for each multiple.

• The group with the longest correct sequence of multiples is the winner.

Activity 2 - Equivalent Fractions Festival

> Duration: (60 - 70 minutes)

- Objective: Gain practice in calculating equivalent fractions using LCM while fostering friendly competition and team-working skills.

- Description: Organized into teams, learners will solve a series of riddles that will guide them to uncover equivalent fractions hidden on a large display. Each riddle solved unveils part of an equivalent fraction, and the team that completes the most correct fractions in the least time will be crowned winners.

- Instructions:

• Arrange students into groups of up to 5.

• Present the large display featuring empty sections for fractions.

• Distribute riddles, where solving them correctly will reveal parts of an equivalent fraction.

• Students must apply LCM to simplify the fractions and discover their equivalents.

• The team filling in the most correct fractions in the fastest time wins.

Activity 3 - Multiples Race in the Maze

> Duration: (60 - 70 minutes)

- Objective: Use LCM to resolve problems within a game context, enhancing problem-solving skills and group collaboration.

- Description: In this engaging exercise, each group receives a maze map where they must navigate a character to the endpoint, marking the path with pieces carrying the correct multiples. The correct multiples are based on the LCM of two numbers given at each maze stage.

- Instructions:

• Divide the class into groups of up to 5 learners.

• Provide each group with a maze map and pieces featuring numbers.

• At each stage of the maze, present two numbers and instruct students to use the LCM of these numbers to select the pieces that will lead to the right path.

• The group that navigates to the end of the maze quickly, marking the correct paths, wins.

Feedback

Duration: (15 - 20 minutes)

This feedback stage seeks to consolidate learning, allowing students to express their understanding and reflect on the use of LCM in various contexts. This discussion reinforces comprehension of the concept and encourages sharing experiences between groups, allowing the identification of diverse approaches and problem-solving methods. Furthermore, it enables assessment of learners' grasp of the material and highlights areas needing further support.

Group Discussion

At the conclusion of the activities, gather all learners for a group discussion. Start with a brief recap of the LCM concepts highlighted during the activities and invite each group to share their findings and strategies. Encourage them to talk about any challenges faced and how they overcame them, whilst also shedding light on what they discovered about LCM's importance in real-life scenarios.

Key Questions

1. What strategies did your group employ to determine the LCM in the challenges posed?

2. How did your understanding of LCM contribute to solving the practical problems from the activities?

3. Was there any instance where the group faced a hurdle, and what steps did you take to resolve it?

Conclusion

Duration: (5 - 10 minutes)

The conclusion phase is vital to ensure that students have a solid and cohesive grasp of LCM. It integrates theoretical understanding with the practical experiences encountered throughout the lesson. Additionally, it encourages students to reflect on LCM's importance in their day-to-day lives, motivating them to further explore and apply their mathematical knowledge across various scenarios.

Summary

In the conclusion phase, the teacher should encapsulate the essential points discussed regarding the Least Common Multiple (LCM), reiterating the calculation of LCM among two or more numbers and its applications in real-world scenarios, including equivalent fraction calculations and mutual meeting challenges.

Theory Connection

Through the lesson, a clear link was established between the LCM theory learned at home and the practical activities experienced in class, assisting students in visualising the concept's applicability. Tasks such as the 'Magic Multiples Challenge' and 'Multiples Race in the Maze' reinforced theoretical knowledge through enjoyable and challenging applications.

Closing

Lastly, it’s crucial to underscore the significance of LCM in everyday life, whether in organizing events or fairly dividing tasks among individuals. Comprehending and applying LCM not only hones students' mathematical skills but also equips them to address real-world challenges efficiently and logically.