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Understanding the Greatest Common Factor (GCF)

In today's lesson, students will explore the concept of the Greatest Common Factor (GCF) of two or more numbers. We will begin by reviewing relevant previous assignments and then focus on methods for finding the GCF, which is crucial for simplifying fractions. The lesson will include a demonstration of listing factors and creating a factor tree using examples like 36 and 60. Students will then practice finding the GCF of 54, 81, and 90 in their notebooks. The assignment will cover problems from page 610, questions 1-18.

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Understanding the Greatest Common Factor (GCF)

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  1. MJ3 2.3.1 - Greatest Common Factor (Pg. 610)

  2. Bellwork • Please take out your assignment from yesterday and leave it on your desk so that I can check it. • Simplify • 5 ∙ 6 6 7 • 5  1 8 6 • 2 3/5 + 7 3/5 • 3 – 2 5 3

  3. Before we begin… • Please take out your notebook and get ready to work…. • Yesterday we reviewed adding, subtracting, multiplying & dividing fractions • Today we will look at the greatest common factor of two or more numbers….this strategy can be helpful when simplifying fractions…

  4. Objective • Students will find the Greatest Common Factor (GCF) of two or more numbers

  5. Greatest Common Factor • The greatest of the factors common to two or more numbers is called the Greatest Common Factor (GCF) • There are 2 methods to find the GCF • List the factors for each number • Use a factor tree

  6. Listing the Factors • Demonstrate on Board how to list the factors of 36 and 60

  7. Creating a Factor Tree • Demonstrate on board how to create a factor tree for 36 and 60

  8. Your Turn • In the notes section of your notebook use either method to find the GCF of 54, 81, and 90

  9. Assignment • Text p. 610 # 1 - 18

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