ALEX Learning Activity

In this engaging activity, students will combine the world of mathematics and pop culture by delving into interesting facts about the talented singer, songwriter, and dancer Jason Derülo. Through an interactive activity featured in the Alabama Virtual Library, students will have the opportunity to reinforce their understanding of important mathematical concepts while simultaneously piquing their interest in music and pop culture. Through this interactive approach, students will gain confidence in applying the greatest common factor (GCF) and the least common multiple (LCM) concepts to practical situations while enhancing their problem-solving skills.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Students will be able to find the greatest common factor (GCF) and least common multiples (LCM) of number pairs.

1. Introduction and Review(10 minutes): The teacher will begin the activity by reviewing the concepts of greatest common factors and least common multiples. They will provide clear explanations and examples to ensure students have a solid grasp of these mathematical ideas.

2. Students will be given the article, Jason's The Greatest, which includes various interesting facts about Jason Derülo, each associated with a GCF problem. They will solve each problem by finding the greatest common factor of two given numbers. Students will circle the correct answer, which will complete the statement about Jason. This activity will allow students to practice their GCF skills while having fun discovering facts about the artist.

3. After completing the GCF skills of the article, students will embark on a "Least Common Multiples Challenge." They will be provided with a new set of numbers (the teacher can just make these numbers up and project them on the interactive whiteboard) and tasked with finding the least common multiple (LCM) of each pair. Students will work individually or in pairs to solve the LCM problems and compare their answers with their peers.

4. The teacher will lead a whole-class discussion, reviewing the GCF and LCM problems and providing explanations for each. This time will also be used to share interesting facts about Jason Derülo discovered through the activity.

The assessment for this activity will involve two components:

1. The teacher will review the completed article, "Jason's The Greatest" (including the Least Common Multiple Challenge), to gauge students' understanding of these concepts. They will provide feedback and support as needed.

2. Class Participation and Engagement: Throughout the activity, the teacher will observe students' participation and engagement, looking for struggling students.

Approximate Duration: The activity can be completed within one class period, which typically lasts around 45 to 60 minutes. However, the duration may vary depending on the pace of student engagement, class discussions, and the inclusion of additional extension activities or assessments. Teachers can adapt the activity to fit their specific instructional time constraints and student needs.

Background Knowledge/Preparation:

For Student: Before engaging in the activity, students should have a basic understanding of multiplication and factors. They should be familiar with the concept of finding factors of whole numbers and be able to identify factors of given numbers. Students should also have some exposure to the terms "greatest common factor (GCF)" and "least common multiple (LCM)" and understand how to find GCF and LCM when given factor pairs.

For Teacher: To effectively facilitate the activity, teachers should familiarize themselves with the concept of finding factor pairs, GCF, and LCM. They need to review and understand the provided article to gain a clear understanding of how it connects to the concept of finding the GCF. The teacher should prepare the necessary materials, including copies of the article and pencils or pens for students.

By adequately preparing and having a solid understanding of the concepts and materials involved in the activity, teachers can effectively guide students in exploring and applying the concept of finding the greatest common factor (GCF) while using engaging and relevant resources such as the provided article.

Print copies of the article Jason's The Greatest, or students can access it through an LMS or directly through the Alabama Virtual Library. 

Materials:

1. Print copies of the article or provide access to Jason's The Greatest through a learning management platform for student access. 
2. Internet-connected devices for the students.
3. Projector or Interactive Whiteboard
4. Pencils or pens

Acceleration: 

For students who grasp the concepts quickly, the teacher can provide more challenging GCF and LCM problems or introduce additional real-life applications. These students can also be encouraged to create their own GCF and LCM problems for their peers to solve.

Intervention:

Students who struggle with GCF and LCM can receive additional support through one-on-one or small-group interventions. The teacher can use manipulatives or provide extra practice worksheets to reinforce the concepts. Additionally, peer tutoring can be utilized to help struggling students catch up with the rest of the class.

By implementing these acceleration and intervention strategies, teachers can cater to the diverse needs of students and ensure that each student is appropriately challenged or supported in their understanding of factor pairs and related concepts.

This activity is preceded by Determining the Greatest Common Factor with "Hockey’s Youngest Star" and Determining the Greatest Common Factor with "Who Is...The Greatest?"