Lesson 17
Common Multiples
Lesson Narrative
In this lesson, students use contextual situations to learn about common multiples and the least common multiples of two whole numbers. They develop strategies for finding common multiples and least common multiples.
Learning Goals
Teacher Facing
 Comprehend (orally and in writing) the terms “multiple,” “common multiple,” and “least common multiple.”
 Explain (orally and in writing) how to calculate the least common multiple of 2 whole numbers.
 List the multiples of a number and identify common multiples for two numbers in a realworld situation.
Student Facing
Let’s use multiples to solve problems.
Required Materials
Required Preparation
For the first classroom activity, "The Florist's Order," provide access to two different colors of snap cubes (100 of each color) to students who would benefit from manipulatives. For students with visual impairment, provide access to manipulatives that are distinguished by their shape rather than by color.
Learning Targets
Student Facing
 I can explain what a common multiple is.
 I can explain what the least common multiple is.
 I can find the least common multiple of two whole numbers.
CCSS Standards
Addressing
Glossary Entries

common multiple
A common multiple of two numbers is a product you can get by multiplying each of the two numbers by some whole number. For example, 30 is a common multiple of 3 and 5, because \(3 \cdot 10 = 30\) and \(5 \cdot 6 = 30\). Both of the factors, 10 and 6, are whole numbers.
 The multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33 . . .
 The multiples of 5 are 5, 10, 15, 20, 25, 30, 35, 40 . . .
The common multiples of 3 and 5 are 15, 30, 45, 60 . . .

least common multiple
The least common multiple of two numbers is the smallest product you can get by multiplying each of the two numbers by some whole number. Sometimes we call this the LCM. For example, 30 is the least common multiple of 6 and 10.
 The multiples of 6 are 6, 12, 18, 24, 30, 36, 42, 48, 54, 60 . . .
 The multiples of 10 are 10, 20, 30, 40, 50, 60, 70, 80 . . .
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