Teaching 6th Graders to Identify the Least Common Multiple (LCM) and Greatest Common

Factor (GCF) using the Ladder Method.

Yolanda Spencer
Report 1

1. Problem Analysis

1.1 While observing 6th grade students this year, I’ve noticed that due to students missing so
much of school, they have missed the basic use of multiplication, simplifying fractions by
dividing both the numerator & denominator by the greatest common factor (GCF) of
both. Students have missed that this is very common in math computation when working
with fractions. A large percentage of 6th graders are also not able to find the least
common multiple (LCM) which is finding the lowest common denominator in a fraction.
Also, when using addition and subtraction to compare fractions, it is useful to use the
LCM.

1.2 I am a 6th grade special education teacher who teaches Math and even though my small
group class learns strategies a bit slower than most due to processing speed, I found that a
large portion of 6th graders did not learn all the 5th grade standards last year which puts
them behind this year.
Teachers are helping students catch-up to 6th grade standard in ways that help them to
obtain computational knowledge in less stressful but expedient strategies.
The 6th grade standard that really opened my eyes to the lack of knowledge that my
students should have obtained is knowing their multiplication and working with fractions.

Step 1: What is the Step 2: Is it important/needs Step 3: Is it a skill

problem?
The Georgia Department of
Education standard for 6th
grade math is that Students
will model real-world math to
show division of fractions.
to be addressed? deficiency?
You can simplify a fraction or Yes, it is the foundation for
ratio by finding the GCF. working with fractions.
The LCM is used to find the
least common multiples of
two or more numbers.
 Step 4: Is the optimal
punishing to the individual?
No, the optimal is not
punishing the individuals.
Step 5: Is not achieving the
optimal rewarding?
No, not achieving the optimal
is not rewarding. Students
who do not master this skill
will have a very difficult time
understanding concepts of
prime, factoring, and multiple
numbers.
Step 6: Does the optimal
really matter to them?
Yes, achieving the optimal
increases the student chance
of understand pre-algebra
concepts such as using
variables to simplify
expressions

Step 7: Are there obstacles

to achieving the optimal?
Yes, Not practicing or
knowing the concept of
multiplication or reading a
multiplication chart.

2. Needs Assessment

Optimal 2.1
The desired state of performance with the ability to find the GCF and LCM using the Ladder
method will help students see the relationships between numbers more clearly. It's very easy to
see what factors the numbers have in common and how those factors show the LCM or GCF.
The Georgia Department of Education has designed a curriculum map regarding the order in
which GCF and LCM is taught and in this course the Ladder method is taught to find the GCF
and LCM. Once this method is comprehended by the students and the GCF and LCM is easily
located, we can easily move on to common factors and multiples and deepen and extend their
understanding of the distributive property to work with fractions.

Actual 2.2
The actual state of performance of 6th graders finding the GCF and LCM is low. Sixth graders are
behind this year due to not being in school last year. They are behind and we teachers are doing
our best to teach our students as effectively as possible to enhance their mathematical
computation skills.

2.2.1 - Data
The information can be collected through a variety of sources. To identify the current and actual
state of performance, the information, and data that I would collect first would be a pre-
assessment regarding multiplication facts, and then my school has a state assessment called the
Mathematical Inventory (MI) that identifies the strengths and weaknesses of the student's
mathematical skills. The (MI) also gives a score indicating, below basic, average, or above
average. Teachers can also give informal assessments as well as formal assessments

2.2.2- Collection of Data

I would collect the information or data by way of having students print off scores from the MI,
classroom observation, informal math assessments and focus groups (my 6th grade small group
math class). This can be done during school hours in a class setting along with documentation of
artifact analysis.

2.3 - Discrepancies
There are discrepancies between the current and desired optimal state. I have found that the new
sixth graders this year do not know their multiplication facts, and this is the foundation of pre-
algebra and working with fractions, using multiplication, factoring, finding GCF and LCM.

2.4 - Priorities
The priorities that will be assigned are recognizing and utilizing multiplication facts which is a
prerequisite for working with fractions. Students will have to start memorizing multiplication
fact or know how to read multiplication charts. I am sending flash cards home and letting parents
know that they need to help the students learn their multiplication fact and will be tested on them
weekly.

2.5 – Goal Statement

 By the end of the 2021-2022 school year, 6th grade students will have the acquired skills to find
the GCF and LCM using the Ladder method.

3 Instructional Analysis
The domain of this problem is application because is based on sequencing accomplishments in
chronological order.

Ladder Method to find the GCF and LCM

Ladder Method to find GCF and LCM

Write an upside-down
division box

Find any common

factors (List on left)

Continue until there are no

more common factors

To find the GCF To find the LCM

Draw the letter “L” around the

Multiply all common
left /bottom side. When you
factors (Left Side)
multiply these numbers, this is the
LCM

3.1.1 Domain Classification

 The domain classification and type of learning for this problem is Cognitive domain: Application
and the type of learning is Intellectual Skills. I chose this domain because the student will use
strategies, he has learned to solve problems.

3.1.2
3.2.2

Ladder Method to find the GCF and LCM

On left, list Multiply all

all common Highlight the letter
common factors
factors “L” around the
on left side of
Draw an left /bottom side and
“L”
upside-down Multiple the
division box Number called LCM

1.1 1.3 1.4

1.2

Use of Recall Use strategies Find GCF and

motor skills Multiplication taught by LCM
Facts teacher

B C
A D