NAME: JULIE BYRNE GRADE LEVEL: 3 R D

Title of the Lesson: Greatest Common Divisor

TEXAS ESSENTIAL KNOWLEDGE, SKILLS/ STANDARDS:

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical

processes to acquire and demonstrate mathematical understanding. The
student is expected to:

(A) apply mathematics to problems arising in everyday life, society,

and the workplace;

(B) use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution,
justifying the solution and evaluating the problem-solving process
and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and

pencil, and technology as appropriate, and techniques, including
mental math, estimation, and number sense as appropriate, to
solve problems;

(D) communicate mathematical ideas, reasoning, and their

implications using multiple representations, including symbols,
diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and

communicate mathematical ideas;

(F) analyze mathematical relationships to connect and

communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments

using precise mathematical language in written or oral
communication.
 •Objective/Purpose •

Students will have prior exposer to fractions, multiplication, division and prime
numbers. We will be adding on to their prior knowledge by finding the Greatest
Common Divisor (GCD) and incorporating the Venn Diagram they have
previously learned.

The purpose of learning GCD is to gain the necessary foundation for future
algebraic concepts, word problems, and fractions.

Students will be introduced to Greatest Common Divisor. They will practice what
they learn by using a Venn Diagram.

Introduction Lesson: (Timing 10 mins)

PLEASE PLAY VIDEO : Please play twice! Encourage them to sing along!
Title: “Simplest Form Song: Simplifying Fractions by NUMBEROCK
Link: https://www.youtube.com/watch?v=U-1KjlJAA6M

•Lesson•

Ø Example 1:
Explain to the class a scenario:

• “Let’s say we have 10 pieces of chocolates and 15 lollipops. You want to

make party bags that have the same number of chocolates as they do
lollipops with nothing left over. How many bags will you be able to
make?”
o Draw a Vinn Diagram with 2 interlocking circles. Label the top of
one circle “Chocolate” and the other “Lollipops.” Underneath the
circle write the multiples of 10 and the multiples of 15.
§ Chocolates: 10= 2x5 Lollipops: 15= 3x5
o Next fill in the Vinn diagram.
§ Explain to the class to write the number that is in common. In
this case the common number is 5.
SEE EXAMPLE FOR DRAWING:
 Chocolates: Lollipops:

2 5 3

2x5=10 3x5=15

§ There will be “5” party bags with equal parts of both

chocolate and lollipops with nothing left over.

Ø Example 2:
• (on the board) Draw two interlocking circles, Venn Diagram.
• Scenario:
o “You have 9 carrots and 12 pieces of lettuce. You want to feed
bunnies an equal amount of both carrots and lettuce. How many
bunnies can you feed?
o Label the top of 1 circle “carrots” and the other “lettuce”
o Underneath the circles write the multiples of 9 and 12 in prime form.
§ Carrots: 3x3=9 Lettuce: 2x2x3
o EXPLAIN:
§ “What number do both carrots and lettuce share?”
• Answer: 3
§ “So we will write 3 in the center”
§ “Now we will put the amount of carrots and lettuce we didn’t
use and put them in their circle.”
§ SEE EXAMPLE:

Carrots: 9 Lettuce: 12
9https://w

3 3 2x2= 4

3x3= 9 2x2x3= 12
 o “We can feed 3 bunnies 3 carrots and 4 pieces of lettuce without
having anything left over!”

LESSON: A LLOW FOR 15 MINS TO WORK OUT PRO BLEMS ON WORKSHEET

Ø Pass out worksheet

Ø Assist children with questions
Ø At the end of 15 mins begin to work out problems on the board.

Finding the Greatest Common Divisor

Name: ___________________________ Date: ________________________

Objective: Find the greatest common divisor of the number of 2 sets of numbers.

EXAMPLE: 8 & 12
2x2=4 2x2=4 =8
2x2=4 3=3 =12

Since 2 x 2= 4 is in both 8 & 12, 4 is the greatest common divisor.

Now You try:

1) 8 & 4

2) 10 & 15

3) 2 & 6

4) 12 & 15
 Re-Teach:

CHANGING THE MIND MAPPING TOOL BY USING

THE FACTORING TREE METHOD.
Re-Teach Method: First I would allow the child to explain back their process of
finding Greatest Common Divisor to see where the child is struggling.

Then explain using a different method using the same examples for clarity and
continuity between the two methods.

Ø Example #1:
SCENERIO: Again, use the bunny example to explain relatable real-life
example.

Let’s say the problem is: 12 & 15

• We have 12 carrots and 15 leafs of lettuce. We want to feed the bunnies

the same amount of carrots and lettuce without having any food left
over. How many bunnies could we feed?
• Let’s think of the whole numbers like trucks of the tree and the factors are
their branches:

2
4
12 2 4
3 3
3
15
5

• In each set, the Greatest Common Divisor is 3.

• If you had 12 carrots and 15 leafs of lettuce you can feed:
§ 3 Bunnies
§ Each bunny will receive 5 pieces of lettuce and 4 carrots
each.