Students will be able to identify the least common multiple of two numbers.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Ask students if they know what a multiple is.
Explain that a multiple is a number that can be divided evenly by another number, with no remainder. "For example, 15 is a multiple of 5, because 15 divided by 5 is 3. 49 is a multiple of 7, because 49 divided by 7 is 7."
Write the number 5 on the board. Say several numbers and ask students to give you a thumbs up or a thumbs down if the number is a multiple of 5.
Tell students that today they will be finding the least common multiple of two numbers. Explain that this will be an important skill for working with more difficult fraction problems in the future.
Provide students with the definition of the terms "multiple" and "least common multiple" in students' home language (L1).
Show students images of multiples such as arrays or drawings of groups of objects to make the concept more concrete.
Allow students the opportunity to share what they know about multiples by talking to their partner using the following sentence stem: "Multiples remind me of..."