Lesson Plan | Lesson Plan Iteratif Teachy | LCM

Goal

Duration: 10 - 15 minutes

The aim of this stage of the lesson plan is to introduce and clarify the primary and secondary objectives of the topic, providing a clear overview of what is expected from the learners throughout the lesson. This includes both technical proficiency in LCM calculations and the practical application of this knowledge to real-life challenges.

Goal Utama:

1. Equip learners with the skills to calculate the least common multiple (LCM) of two or more numbers.

2. Develop the ability to solve practical problems involving LCM calculations, such as equivalent fractions and meeting points on a running track.

Goal Sekunder:

1. Encourage the use of digital tools and online resources to facilitate LCM calculations.
2. Promote collaboration and knowledge sharing among learners through group activities.

Introduction

Duration: 10 - 15 minutes

The purpose of this stage is to set the context for the lesson and engage learners from the start. By encouraging them to leverage technology to look for information, we promote independence and curiosity. The key questions serve to recap and solidify prior knowledge, paving the way for the practical activities that will follow in the lesson.

Warming Up

💡 To kick off the lesson, the teacher should briefly introduce the topic Least Common Multiple (LCM), explaining that the LCM is the smallest number that is a common multiple of two or more numbers. Use relatable examples, like scheduling events that occur at different times. Then, ask the learners to use their phones to find an interesting fact about LCM and share it with the class. Encourage quick discussions about the facts discovered, tying them back to the lesson's theme.

Initial Thoughts

1. 📊 What is LCM and what is it used for?

2. 🔢 What are the differences between multiples and divisors?

3. 🤔 How can LCM be used in everyday situations?

4. 📱 Did anyone come across an interesting fact or curiosity about LCM during the phone search?

5. 📚 Have any of you ever had to calculate LCM in another context, like dealing with fractions? How did that go?

Development

Duration: 70 - 75 minutes

The purpose of this stage is to give learners the chance to apply the LCM concept in practical and real-world situations, using digital technologies to solve problems, share discoveries, and collaborate with peers. Through engaging and interactive activities, we promote motivation and active learning in a meaningful way.

Activity Suggestions

Activity Recommendations

Activity 1 - 🏃‍♂️ LCM Marathon

> Duration: 60 - 70 minutes

- Goal: Apply the concept of LCM in a practical context and use digital tools for simulation and presentations.

- Deskripsi Activity: Learners will be split into groups and tasked with calculating when two runners, running at different speeds, will meet again on the track. Using race simulation apps and online calculation tools, they must identify the least common multiple of the speeds to determine the meeting point.

- Instructions:

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

• Utilise a race simulation app (like Strava or similar) and set up two races with different speeds.

• Each group should calculate the LCM of the runners' speeds to establish when they will meet again on the track.

• Learners should use online calculation tools (like LCM calculators) to verify their findings.

• After calculations, groups should create a digital presentation (using Google Slides or PowerPoint) detailing their process and results.

• Each group will present their findings to the class, discussing challenges encountered and strategies employed.

Activity 2 - 🍕 LCM Pizza Party

> Duration: 60 - 70 minutes

- Goal: Apply the concept of LCM to an everyday problem and encourage interaction and collaboration through digital tools and fictitious social networking.

- Deskripsi Activity: Learners will be challenged to organise a 'pizza party' where different pizza flavours are delivered at different intervals. They'll need to calculate the LCM to find out when all flavours will be available at the same time. Their findings will be shared and discussed on a fictitious social media platform created for the class.

- Instructions:

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

• Explain that each pizza flavour is delivered at different intervals (for example, margherita every 20 minutes, pepperoni every 30 minutes, etc.).

• Groups should calculate the LCM of the delivery intervals to determine when all flavours will be available simultaneously.

• Learners should create posts and stories on a fictitious social media platform (using tools like Padlet or Google Classroom) to share their discoveries.

• Groups should comment on each other's posts, comparing results and discussing their methods.

• Conclude with a class discussion on how LCM helped solve the problem and the significance of collaboration.

Activity 3 - 🎮 Gamer LCM Challenge

> Duration: 60 - 70 minutes

- Goal: Make learning LCM more interactive and enjoyable through gamification, fostering teamwork and the use of digital tools.

- Deskripsi Activity: Learners will engage in an online game in groups where they must solve problems involving LCM calculations to progress through levels. Each level of the game will pose a new context, and learners will use digital platforms to solve challenges and record their answers.

- Instructions:

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

• Select an educational gamification platform (like Kahoot! or Quizizz) and create a game with multiple levels, each presenting a problem involving LCM calculation.

• Groups must solve the questions at each level to progress in the game.

• Utilise online tools (like LCM calculators) to assist in the problem-solving process.

• Each group should record their answers and reasoning on a collaborative platform (like Google Docs or Padlet).

• At the end of the game, groups will present their solutions and strategies to the class, emphasising challenges faced and ways they overcame them.

Feedback

Duration: 20 - 25 minutes

The purpose of this stage is to provide a moment of reflection and sharing, allowing learners to consolidate their acquired knowledge throughout the lesson. Through group discussion, reflection questions, and 360° feedback, learners will have the opportunity to internalise their learning, recognise strengths and areas for improvement, and appreciate the value of collaboration and the use of digital tools in the learning process.

Group Discussion

🔄 Group Discussion: Facilitate a group discussion with all learners where groups share what they learned from the activities and their conclusions. Use the following guide to steer the discussion:

1. Ask learners what the biggest challenges they faced while calculating LCM in the activities were.
2. Request that each group shares the principal strategy they used to tackle the problems.
3. Ask learners to explain how using digital tools aided (or hindered) the calculation process.
4. Encourage learners to discuss how the concept of LCM can be applied to other everyday contexts beyond those simulated during the activities.

Reflections

1. 🧐 What did you find most interesting about using apps and digital platforms to calculate LCM? 2. 📑 How do you think group collaboration contributed to resolving the issues presented? 3. 📊 In what other ways could you apply the concept of LCM in your daily life?

Feedback 360º

🔁 360° Feedback: Instruct learners to undergo a 360° feedback process where each student must receive feedback from their peers in the group they worked with during the activity. Guide the class to ensure feedback is constructive and respectful, using the following outline:

1. Each student should highlight a positive aspect of each peer's work (e.g., 'You excelled at...').
2. Each student should suggest a potential area for improvement for each peer (e.g., 'Perhaps you could improve at...').
3. Conclude by asking each student to thank their peers for their efforts and collaboration throughout the activity.

Conclusion

Duration: 10 - 15 minutes

🎯 Purpose of the Conclusion 🎯

The purpose of this stage is to recap the main concepts covered throughout the lesson, reinforcing the significance of LCM and its application to real-world scenarios. Additionally, it provides an opportunity to connect learning with learners' realities and the modern world, emphasising the relevance of the material covered. Finally, the conclusion allows time to reflect on LCM applications in everyday life, consolidating knowledge in an engaging manner.

Summary

📚 Fun Summary of LCM! 📚

Imagine you're organising a marathon and need to know when two runners, running at different speeds, will meet again. Or perhaps you’re throwing a pizza party and want to determine when all flavours will arrive together! Now, think about using simulation apps, fictitious social networks, and online games to solve these dilemmas. That illustrates the power of the Least Common Multiple (LCM) in action! We calculate LCM to pinpoint the exact moments when events sync up. How cool is that for a math class loaded with tech and excitement?

World

🌍 Connection to Today's World 🌍

In this lesson, the integration of digital tools and the focus on practical everyday problems demonstrated how mathematics can be practically applied in the contemporary world. From coordinating schedules to tackling challenges in games, LCM is present in many everyday scenarios, showcasing how technology can enhance learning, making it more relevant and connected to our daily lives.

Applications

🔧 Applications in Daily Life 🔧

Understanding LCM is crucial for solving problems involving fractions, calendars, and scheduling events. Whether it’s ensuring that numerous pizza deliveries arrive simultaneously or calculating the frequency of events in sports, LCM is a tool that simplifies our lives by organising and optimising various daily tasks in a practical and effective manner.