Lesson One Year 8 LO 1

Topic Numbers: Common Multiples of Three Numbers

Objective Identifying common multiples of three numbers

Requirements Previous knowledge on common multiples of two numbers

Vocabulary Multiple, Common Multiples

Materials/ Calculator (for larger multiplication) Mini whiteboard, Whiteboard

Equipment marker

Introduction (Before)

Exercise Remarks

Find the first three common

Revision work on common
multiples of:
multiples between two
• 2 and 5
numbers
• 3 and 4

To start the lesson, ask students to write down the title ‘Numbers’ and the subtitle
‘Common Multiples’ beneath it.

Remind students of the material covered in the previous year (year 7) regarding identifying
the common multiples between two numbers. Ask them how they would find common
multiples between two numbers, then work out two examples together in class.

(Eg.) Explanation for students:

• To find the common multiples of two numbers, we first write out their multiples in
rows underneath each other

2 … 10 12 14 16 18 20 22 … 30
5 10 15 20 25 30

• Then highlight the numbers that appear in both rows

• Those are the common multiples of 2 and 5
Next ask them how they would attempt to identify the common multiples between three
numbers to understand their train of thought.

Plot of Events (During)

Exercise Remarks

Find the first three common

multiples of:
Introduce a third
• 2, 3 and 4
number
• 4, 6 and 8

Accept logical answers and elaborate on students’ suggestions, using their ideas to explain
how common multiples between 3 numbers can be obtained. Follow this with 2 more
examples, which will be worked together in class.

Emphasise that the method will be the same and that the only difference is that they will
have longer lists of multiples.

(Eg.) Explanation for students:

• Similar to what we did when we had 2 numbers, we will begin by listing the multiples
of the 3 numbers in rows underneath each other.

2 4 6 8 10 12 … 22 24 … 34 36
3 6 9 12 16 18 … 24 27 … 36 39
4 8 12 16 20 24 28 32 36 40 44 48

• Since we have 3 numbers, we have to continue multiplying a bit longer until we

obtain three common multiples.
• When multiplying further than 12, we might need to use our calculator
• When unsure, check that the number is divisible by all 3 numbers (ie. Gives whole
numbers)

Ask the students if they think they have understood the method. Answer queries where
necessary
 Class Work (During)

Exercise Remarks

Find the first three common

Provide students with a few multiples of
examples to work out during • 3, 4 and 5
the lesson • 2, 6 and 9

Once questions are resolved, present the class with two examples to work out on their own
in class. Students will work individually. Allow 5-10 minutes. (If lesson is to be carried out
online, instruct students to pause video and work out the examples)

Work them out and ask if anyone had any issues. Address them accordingly.

Assessments (After)

Homework Remarks

Identify the first 3 common multiples of:

• 2, 4 and 7
• 4, 6 and 9
• 5, 7 and 8

Identify the first 2 common multiples of

• 5, 7, and 12
• 6, 8 and 12

(Use book)

Working must be shown

To be handed in by the following day
Overall Remarks
 Lesson Two Year 8 LO 1

Topic Numbers: Writing Numbers as a Product of their Prime Factors

Objective Using primes to write numbers as a product of prime factors

Requirements Previous knowledge on division, multiplication and indices

Vocabulary Factor, Whole Number, Prime Numbers, Prime Factors

Materials/
Calculator (for larger numbers)
Equipment

Introduction (Before)

Exercise Remarks

Which of the following

numbers are prime numbers:
• 2 Provide clear definition
Introduce Prime Numbers After explaining everything
• 5
• 32 on the board
• 43

To start the lesson, dictate/write down the title and instruct the students to follow. Then
explain that a Prime Number is one which is only divisible by itself and 1.

Provide a formal definition of Prime Numbers for students to write down:

A Prime Number is a whole number with exactly TWO factors, namely 1 and itself. The
number 1 is not normally considered to be prime, so the prime numbers are:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, …

Follow this explanation by asking the class if these numbers are Prime. A second activity
could be asking the students to come up with prime numbers of their own
 Plot of Events (During)

Exercise Remarks

Expand idea to 5 x 7 = 35
Prime Factors 3 x 11 = 33

Writing a number in Write the following in terms of

terms of their Prime their prime factors:
Factors and using • 32
Prime Factorisation • 180

Once the idea of a Prime Number is clear, continue by saying that multiplying a prime
number by another prime number, gives a number which is not prime (except for 1xN,
where N is any prime number).

Thus, the numbers being multiplied together are both prime, and factors of the new
number. These are prime factors.

Provide a formal definition for prime factors for students to note down:

A Prime Factor is any of the prime numbers that can be multiplied to give the original
number

Writing a number as a product of its Prime factors can be explained through this analogy:

A birthday cake is made up of several components: cake, cream and frosting. However,
these components can be further broken down into smaller ingredients, such as eggs, milk,
flour, sugar and butter. All these interact together to form one object; the cake.

Similarly, a number can be broken down into smaller parts that interact together to form
the original number. That interaction is multiplication, and those smaller parts are factors.
Factors are the ingredients of a number.

Example: take the number 32. Multiplying 4 by 8 will give us 32, but the 4 and 8 are the
cream and frosting; they are parts of the cake, but not the smallest/most basic parts. This is
because both 4 and 8 can be broken down further into smaller ingredients; the number 2.

4 = 2x2
8 = 4x2 = 2x2x2
So, 32 = 4x8 = 2x2x2x2x2 = 25
We cannot divide 2 further, as it is a prime number. So, prime factors are like the flour and
milk in a cake; the smallest/ most basic parts. Therefore, writing a number as a product of
its prime factors means writing it in terms of its smallest ingredients.

Next provide examples of larger numbers, which have more ‘ingredients’; these take longer
to break down into their prime factors.

(Eg.) Explanation for students:

5 180
3 36
3 12
2 4
2 2
1

Write the number 180 and draw a ‘box’ around it. What is the largest prime number you can
think of by which 180 can be divided?

Write that number on the side of the division-box, and the resulting number underneath the
180.

Keep on doing this until your resulting number is 1.

The answer is all those numbers on the side, presented with a ‘x’ between them

Note: it does not matter which prime number you choose. Had I started with 3 instead of 5, I
would still have arrived at the same answer.

Therefore:

180 = 32x22x5
 Class Work (During)

Exercise Remarks

Express the following as

products of their prime
Provide students with a few
factors:
examples to work out during
• 108
the lesson
• 95
• 195

Individual class work contains two normal examples with prime factors between 2 and 5,
and one example with a larger prime number (195 = 3x5x13). A similar exercise will be given
in the homework. These examples will be checked with teacher after students have
attempted them (5-10 mins)

Assessments (After)

Homework Remarks

Express the following as products of their prime factors:

• 144
• 120
• 102
• 348
Overall Remarks
 Lesson Three Year 8 LO 1

Topic Numbers: LCM of Three Numbers

Objective Identifying the lowest common multiple of three numbers

- Previous knowledge on lowest common multiple of two

Requirements numbers
- Prime Factorisation from previous lesson

Vocabulary Multiple, Common Multiples, Lowest Common Multiple (LCM)

Materials/
Calculator (for larger multiplication)
Equipment

Introduction (Before)

Exercise Remarks

Find the LCM of:

Revision work on LCM of two
• 4 and 8
numbers
• (easier numbers)

Start the lesson by instructing students to write the title ‘Lowest Common Multiple (LCM) of
Three Numbers’. Remind students that they have already worked with LCM in the previous
year. Work out the example to jog their memories.

(Eg.) Explanation for Students

Consider the numbers 15 and 20
Multiples of 15: 15, 30, 45, 60, …
Multiples of 20: 20, 40, 60, …

As we previously learnt in lesson one, any multiple that occurs in both lists is a common
multiple. The smallest of these is the Lowest Common Multiple (LCM). In this example, the
LCM is 60

Next ask them to quickly identify the LCM of larger numbers such as 48 and 180. This is
done in order to show the class that the first example was an easy example and that some
numbers are harder to multiply and find common multiples between them. When this is the
case, we use prime factors and factor trees.
(Eg.) Explanation for Students
To find the LCM of 48 and 180, we first have to find the prime factors of each number

2 48
3 24
2 8
2 4
2 2
1

48 = 3 x 2 x 2 x 2 x 2
= 3 x 24

5 180
3 36
3 12
2 4
2 2
1

180 = 3 x 3 x 2 x 2 x 5
= 32 x 22 x 5

Next, we look at all the powers of the prime factors individually; 2, 3 and 5. Then we choose
the highest power of each prime factor

1. Powers of 2: There are four factors of 2 in 48 and two factors of 2 in 180

48 = 3 x 24
180 = 32 x 22 x 5

24 is larger than 22 and so the highest power of 2 is 24

2. Powers of 3: There is one factor of 3 in 48 and two factors of 2 in 180

48 = 3 x 24
180 = 32 x 22 x 5

32 is larger than 3 and so the highest power of 3 is 32

 3. Powers of 5: There is no factor of 5 in 48 and one factors of 5 in 180

48 = 3 x 24
180 = 32 x 22 x 5

Since there is no factor of 5 in 48, the higher power of 5 is 5

Finally, we take all the highest powers of the individual factors and multiply them together

LCM of 48 and 180 = 24 x 32 x 5

= 16 x 9 x 5
= 720

Ask the students how they would go about finding the LCM of three numbers. Accept any
logical ideas and expand on them to show the students that the method remains the same.

Work out the first example together using the same steps presented above. Now follow this
by presenting the class with a real-life scenario (Problem Question).

Say you have three friends called Joan, Marcy and Phillipa. Joan comes over to your house

Plot of Events (During)

Exercise Remarks
Find the LCM of
• Easier numbers
Introduce a third
• 16, 24 and 28
number
Problem Question
to play once every 8 days, Marcy comes round once every 10 days and Phillipa visits once
every 15 days. How often are all three friends at your house?

Explain that LCM can be used to answer such problems as they are asking for the first time
all three occurrences happen simultaneously.

(Eg.) Explanation for Students

8=2x2x2
= 23

10 = 2 x 5
 15 = 3 x 5

Therefore, LCM of 8, 10 and 15 = 23 x 5 x 3

= 120

Answer: All friends will be at your house together once every 120 days

Class Work (During)

Exercise Remarks

Provide students with a few

examples to work out during Problem Question
the lesson

Problem Question:

St. Paul’s Cathedral in Mdina has three bells. When it is time for mass, one rings every 4
seconds, the second bell every 8 seconds and the third every 10 seconds. After how many
seconds do they all ring together?

Students are allowed 5 minutes to attempt the question, after which the teacher will work it
out and address any questions.

If still unclear (and if there is some time left), another Problem Question may be assigned to
students to try in class.
 Assessments (After)

Homework Remarks

1. Find the LCM of 40, 48 and 600

2. Find the length of the shortest piece of string that
can be cut into equal lengths, each 30 cm, or 45 cm
or 60 cm long
3. Eddie owns three motorcycles, He cleans his Harley
once ever 120 days, the Honda once every 150 days,
and the Yamaha once every 180 days. When will he
next clean all three motorcycles on the same day?
4. The number 1104 can be written as 3 x 2c x d, where
c is a whole number and d is a prime number. Work
out the value of c and d

Overall Remarks
 Lesson Four Year 8 LO 1

Topic Numbers: Squares, Cubes and Roots

Deducing that squares/cubes and square roots/cube roots are

Objective inverses of each other.

- Previous knowledge on squares and square roots

Requirements - Previous knowledge on cubes and cube roots

Vocabulary Squares, Square Roots, Cubes, Cube Roots, Inverse

Materials/
Compass, Ruler
Equipment

Introduction (Before)

Exercise Remarks

Revision work on square Workout:

numbers and cube numbers • 42
• 23

Instruct students to write the title of the lesson and jot down the following examples,
leaving a bit of space in between each one. Then proceed to work them out, showing the
class that (Eg.) 42 means 4 x 4 and (Eg.) 23 means 2 x 2 x 2. Allow class to copy down
examples.

As visual a representation, ask students to draw three circles of different diameters, all with
the same centre point.

(Eg.) Explanation for Students

Bring out you ruler and set it down straight and flat on the table. Now bring out your
compass and put the pin part on the number 0 of your ruler. Next, open your compass until
the pencil part is on the number 2. Leaving the compass open as it is, put the pin side of the
compass in the middle of your paper. Grab the compass from the top and spin slowly
between your thumb and index finger. This will give you a circle.
Go back to your ruler. Again, put the pin part of the compass on 0 on your ruler and open
the compass until the pencil part reaches the number 4. Bring your paper and put the pin
part of your compass in the exact same point you put it before. Draw the circle with the
compass.

Go back to your ruler. Again, put the pin part of the compass on 0 on your ruler and open
the compass until the pencil part reaches the number 6. Bring your paper and put the pin
part of your compass in the exact same point you put it before. Draw the circle with the
compass.

You should have something like this:

• In the centre of the smallest circle, write ‘squares’.

• Divide the middle and biggest circle into 10 segments

• Around the middle circle, write the numbers 1 up to 10

• Work out the squares of the numbers in the middle number, writing the answers in
the corresponding segments in the biggest circle
 1

100 4
1
10 2

81 9
9 3
Squares

8 4
64 16
7 5
6
49 25
36

The same activity will then be repeated for cube numbers up to 125. Thus, the circle for
cubes will only have 5 segments:

1-1
2-8
3 - 27
4 - 64
5 - 125
 Plot of Events (During)
Exercise Remarks

Introduce square
Circles from above exercise
roots and cube roots

Analogy to explain square root as inverse of squaring: Inverse of multiplication is division

If you multiply a number by 2 and get an answer of 12, then to find what that number was,
you just work backwards and use the inverse (opposite) of multiplication, which is division.
Therefore, we divide by 2.

Now, if you square a number and you get 25, to find what that number was you work
backwards and use the inverse operation of a square function, which is the square root (√).

Similarly, if you cube a number and you get 125, to find what that number was, you work
backwards and use the inverse operation of a cube function, which is the cube root (∛).

We can see this by using our circle chart

1
Working from the inside out is
the square function 100 4
Working from the outside in 1
is the square-root function 10 2

81 9
9 3
Squares

8 4
64 16
7 5
6
49 25

Example: 36

The square of 8 is 64
The inverse operation, the square root, of 64 is 8
 Assessments (After)

Homework Remarks