In this Warm-up, students explore the concept of least common multiples using rhythm.
Tell students they will be establishing a steady beat as a class. Use a visual hand motion or display a visual timer to set the beat. Tell one half of the class to clap on every other beat, and tell the other half to stomp their feet on every third beat. If time allows, repeat this activity for the following intervals: every 3rd and 4th beat, every other and every 4th beat, every 4th and 6th beat. Follow with a whole-class discussion.
Your teacher will give you instructions to create a class rhythm. As you participate, think about these questions:
Sample response: When claps happen every 2 beats and stomps happen every 3 beats, they happen at the same time after 6, 12, 18, and 24 beats. These are all common multiples of 2 and 3. The first time it happens is the least common multiple, which is after 6 beats.
The purpose of this discussion is for students to share their thinking on how this activity is related to common multiples or common factors. Invite students to explain what they noticed. If not mentioned by students, make sure they understand that students clapping on every other beat is like finding multiples of 2, and students stomping on every 3rd beat is like finding multiples of 3. When the two things happen at the same time, it is like a common multiple.
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In this Warm-up, students explore the concept of least common multiples using rhythm.
Tell students they will be establishing a steady beat as a class. Use a visual hand motion or display a visual timer to set the beat. Tell one half of the class to clap on every other beat, and tell the other half to stomp their feet on every third beat. If time allows, repeat this activity for the following intervals: every 3rd and 4th beat, every other and every 4th beat, every 4th and 6th beat. Follow with a whole-class discussion.
Your teacher will give you instructions to create a class rhythm. As you participate, think about these questions:
Sample response: When claps happen every 2 beats and stomps happen every 3 beats, they happen at the same time after 6, 12, 18, and 24 beats. These are all common multiples of 2 and 3. The first time it happens is the least common multiple, which is after 6 beats.
The purpose of this discussion is for students to share their thinking on how this activity is related to common multiples or common factors. Invite students to explain what they noticed. If not mentioned by students, make sure they understand that students clapping on every other beat is like finding multiples of 2, and students stomping on every 3rd beat is like finding multiples of 3. When the two things happen at the same time, it is like a common multiple.