Download Greatest Common Factor

General Educator: Teacher 1
Special Service Provider: Teacher 2
Co-Teaching
Lesson Plan
Subject Area:
Algebra
Grade level:
9th
Content Standard: MA 9.2.7
Lesson Objective: Students will to able to find greatest common factor (GCF)
Essential Questions: What is Greatest Common Factor, How do you find it in the problem?
Key Vocabulary: greatest common factor, fractions
Pre-Assessment: day before introduce GCF concept and see who already knows it
Materials:
task cards, paper, pencil, poster paper
Lesson
Co-teaching
Approach
Time
General Education
Teacher
Special Service
Provider
(can select more
than one)
Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)
One Teach,
One Support
Parallel
Alternative
Station
Team
5 min
Warm-up (3 problems on
identifying factors)
Take roll
Divide the students into 3
groups randomly by
pulling sticks with kids’
names on them
Write a definition of GCF
on the board. Provide
several examples.
Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).
Explain GCF to Brandon,
Ashley, Vicki individually
day before
General Educator: Teacher 1
Special Service Provider: Teacher 2
Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)
One Teach,
One Support
Parallel
Alternative
Station
Team
40 min
Teacher 1 will give each
station a task card. Teacher
(15 min 2 will move between
per
Stations 1 & 2
station
Task card #1: Using poster
with 3
paper, write a step-by- step
min
guide to find the GCF of 50
transitio and 120. (Include both the
ns)
example and words to
describe each step).
End:
(may include:
Closing,
Assessments,
Extension of
the Lesson)
One Teach,
5 min
One Support
Parallel
Alternative
Station
Team
Teacher 2 will stay with
Station 3.
Task card (Station) #3:
Act out this scene. The
number 50 wants to
marry the number 120.
50’s mom thinks that her
daughter has nothing in
common with that crazy
Task card (Station) #2:
boy, number 120. They
Using poster paper, show
all go on Jerry Springer
how you find the GCF of 50 /Oprah/Sally to work it
and 120 using prime
out. The wise Dr.
factorization. Do not use
Numbers will be there to
words- use pictures,
help.
symbols, and numbers
only.
Provide each student with
one problem related to
GCF and have them
complete it and turn it in as
their “ticket out the door”
Provide students with the
piece of paper with the
problem on it
Have Brandon in same
group with Chloe and
Veronica. He can be
timer for entire activity.
Groups will only go
through 2 of the 3 stations
today. Tomorrow they
will start in the station
they didn’t complete
today.
Differentiate the
problems on the paper
(e.g., Brandon’s is “which
number is greater – 3 or
6?” whereas Brenda’s is
an application problem of
GCF)