Applications Of HCF And LCM To Problem Solving Loreto Abbey Dalkey
Maths Counts
Insights into Lesson
Study
1
Loreto Abbey Dalkey
• Ann Nolan, Paula O’Shea, Mary Kavanagh
• First years (2 Groups)
• Applications of HCF and LCM to Problem Solving
2
Insights into Lesson Study
• Introduction: Focus of Lesson
• Student Learning : What we learned about students’ understanding based on data collected
• Teaching Strategies: What we noticed about our own teaching • Strengths & Weaknesses of adopting the Lesson
Study process
3
Introduction
Applications of HCF and LCM to Problem Solving
Reason for study:
Realised we needed to go further than just the skills of HCF and LCM, because students tend not to apply their prior knowledge and skills to problem solving.
Sarah is creating individual party bags. She has 9 bags of crisps and 18 fun size bars. If she wants each party bag to be identical, with no food left over, what is the greatest number of party bags Sarah can create?
4
Introduction
• Prior Knowledge:
Natural Numbers
Factors and Multiples
Prime Numbers
Skills of HCF & LCM
5
Introduction
• How we planned the lesson:
Sourced questions
Discussed the methodology to be used
Discussed how we would observe the lesson
• Resources used:
Colour coded worksheets and PowerPoint slides
Whiteboard
Feedback Sheet
6
Introduction
Green sheet : No Hints
Pink sheet: Hints
7
Introduction
• Learning Outcomes
Students should be able to:
apply their knowledge of HCF and LCM to context based questions
develop their skills of using prior knowledge of other topics to solve problems 8
Introduction
• Why did we choose to focus on this mathematical area?
Students had just completed their study of the skills of finding HCF and LCM.
It was an appropriate topic to demonstrate to students how to apply their prior knowledge to solve problems.
9
Introduction
• Enduring understandings
In the future students would be encouraged to approach questions using their prior knowledge.
10
Reflections on the Lesson
• Student
Insights into Lesson
Study
1
Loreto Abbey Dalkey
• Ann Nolan, Paula O’Shea, Mary Kavanagh
• First years (2 Groups)
• Applications of HCF and LCM to Problem Solving
2
Insights into Lesson Study
• Introduction: Focus of Lesson
• Student Learning : What we learned about students’ understanding based on data collected
• Teaching Strategies: What we noticed about our own teaching • Strengths & Weaknesses of adopting the Lesson
Study process
3
Introduction
Applications of HCF and LCM to Problem Solving
Reason for study:
Realised we needed to go further than just the skills of HCF and LCM, because students tend not to apply their prior knowledge and skills to problem solving.
Sarah is creating individual party bags. She has 9 bags of crisps and 18 fun size bars. If she wants each party bag to be identical, with no food left over, what is the greatest number of party bags Sarah can create?
4
Introduction
• Prior Knowledge:
Natural Numbers
Factors and Multiples
Prime Numbers
Skills of HCF & LCM
5
Introduction
• How we planned the lesson:
Sourced questions
Discussed the methodology to be used
Discussed how we would observe the lesson
• Resources used:
Colour coded worksheets and PowerPoint slides
Whiteboard
Feedback Sheet
6
Introduction
Green sheet : No Hints
Pink sheet: Hints
7
Introduction
• Learning Outcomes
Students should be able to:
apply their knowledge of HCF and LCM to context based questions
develop their skills of using prior knowledge of other topics to solve problems 8
Introduction
• Why did we choose to focus on this mathematical area?
Students had just completed their study of the skills of finding HCF and LCM.
It was an appropriate topic to demonstrate to students how to apply their prior knowledge to solve problems.
9
Introduction
• Enduring understandings
In the future students would be encouraged to approach questions using their prior knowledge.
10
Reflections on the Lesson
• Student