Least Common Multiple & Greatest Common Factor - GCF & LCM - Crack the Code

Rated 5 out of 5, based on 49 reviews

5.0 (49 ratings)

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Desktop Learning Adventures

1.7k Followers

Grade Levels

5th - 7th, Homeschool

Subjects

Math, Basic Operations, Fractions

Resource Type

Activities, Centers

Standards

CCSSMP1

CCSSMP8

Formats Included

Pages

9 pages

$3.25

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$3.25

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What educators are saying

This was an engaging activity for my students. They were engaged because they especially wanted to read the Michael Jordan quote. I will use this again.

— Kristi A.

Rated 5 out of 5

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Math Practice Activities - Crack the Code Super Bundle
Math Practice Activities Crack the Code Super Bundle for grades 5-7 includes over 40 Crack the Code self-checking puzzles practicing a variety of math skills. Many of the selections are differentiated so that all ability levels are challenged. These engaging activities are loaded with mental math
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Description

Standards

Reviews

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Description

These fun Crack the Code Math activities give students practice finding LCMs and GCFs - both important components in successfully adding and subtracting fractions, as well as reducing their answers to lowest terms.

Each puzzle has a bulit-in visual cue using triangles: Triangle pointing up - builds up to the first common multiple. Triangle pointing down - the two multiples look back (down) to the greatest common factor they share. This is a terrif it exercise for using their divisibility rules.

These two no-prep, self-correcting puzzles are perfect for centers or homework, offering students that extra practice extra practice they need.

Quotes:

“Some people want it to happen, some wish it would happen, others make it happen." – Michael Jordan

“Have you ever stopped to think and forget to start again?" A.A. Milne, Winnie-the-Pooh

Ways to use Crack the Code puzzles~

Centers
Go-to Activities
Fun Class Challenge
Small Group Challenges
Paired Work (Buddy up!)
Test Prep
Homework
Sub Days
RTI

You might also like Adding & Subtracting Fractions: Like & Unlike Denominators - Crack the Code for computation practice.

Click HERE for additional Crack the Code math practice puzzles your kids will enjoy!

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Total Pages

9 pages

Answer Key

Included

Teaching Duration

40 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

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