Standard #: MAFS.6.NS.2.4 (Archived Standard)

Students are asked to rewrite 36 + 42 in the form a(b + c) where a is the greatest common factor of 36 and 42.

Students are asked to find the least common multiple of 8 and 12 and to explain how they found their answers.

Students are given two whole numbers less than or equal to 100 and asked to find the greatest common factor.

In this lesson students will first define in their own words what the greatest common factor (GCF) and least common multiple (LCM) mean. They will take this understanding and apply it to solving GCF and LCM word problems. Students will then illustrate their understanding by creating posters based on their word problems. There are examples of different types of methods, online games, a rubric, and a power point to summarize this two-day lesson.

Students will model how to express an addition problem using the distributive property.

This lesson will show the student how to use the distributive property to express a sum of two whole numbers 1-100.

This lesson teaches Least Common Multiples.

This lesson uses a real-life approach to exploring the use of Greatest Common Factors (GCF). The students will utilize math practice standards as they analyze math solutions and explain their own solutions.

This lesson teaches students how to find the GCF and LCM by factoring. This is a different method than is normally seen in textbooks. This method easily leads to solving GCF word problems and using the distributive property to express a sum of two whole numbers.

This activity provides an introduction to composite numbers and prime numbers through factorization.

Use the least common multiple to solve real-life problems with Brady and Natalia in this interactive tutorial.

This is part 2 of 2-part series, click HERE to view part 1.

Learn how to find the least common multiple by helping Brady and Natalia work through some homework questions in this interactive student tutorial.

This is part 1 of 2-part series, click HERE to view part 2.

The purpose of this task is to gain a better understanding of factors and common factors. Students should use the distributive property to show that the sum of two numbers that have a common factor is also a multiple of the common factor.

The purpose of this task requires students to apply the concepts of factors and common factors in a context. A version of this task could be adapted into a teaching task to help motivate the need for the concept of a common factor.

This problem uses the same numbers and asks similar mathematical questions as "The Florist Shop" file, but that task requires students to apply the concepts of multiples and common multiples in a context.

Students are asked to solve a real-world problem involving common multiples.

This problem uses the same numbers and asks essentially the same mathematical questions as "Bake Sale," but that task requires students to apply the concepts of factors and common factors in a context.

This video demonstrates the prime factorization method to find the lcm (least common multiple).

Here we have a couple of word problems searching for the least common multiple and the other for the greatest common factor. 

Use the least common multiple to solve real-life problems with Brady and Natalia in this interactive tutorial.

This is part 2 of 2-part series, click HERE to view part 1.

Learn how to find the least common multiple by helping Brady and Natalia work through some homework questions in this interactive student tutorial.

This is part 1 of 2-part series, click HERE to view part 2.

The purpose of this task is to gain a better understanding of factors and common factors. Students should use the distributive property to show that the sum of two numbers that have a common factor is also a multiple of the common factor.

Students are asked to solve a real-world problem involving common multiples.

This video demonstrates the prime factorization method to find the lcm (least common multiple).

The purpose of this task is to gain a better understanding of factors and common factors. Students should use the distributive property to show that the sum of two numbers that have a common factor is also a multiple of the common factor.

The purpose of this task requires students to apply the concepts of factors and common factors in a context. A version of this task could be adapted into a teaching task to help motivate the need for the concept of a common factor.

Students are asked to solve a real-world problem involving common multiples.