Here you will find a lesson + stations activity + stations recording sheet. All solutions and strategies provided.
The lesson focuses on identifying key words/ideas to identify GCF vs. LCM problems. We want to move away from the idea of 'key words' in general but there are certain phrasal pairings that link with these concepts. Emphasize 'ideas' with students. The common core emphasizes problem solving and this rigor is embedded in these problems. For example, the second core lesson problem asks students "What is the largest tile possible?" but it also asks "How many tiles of this size can be used?" The latter is the application of the identified GCF, so students can say, oh hey, this is useful after all :)
Strategy: I primarily use the Venn diagram, it allows students to apply this organizer to numbers and use the same strategy to identify both LCM and GCF. This will also prime the mind as a precursor to the distributive property.
The 6 stations follow the rigor of the lesson. Hang stations around the room or pair with another classroom and stick them in the hallway (my administrator loves this collaborative approach). This would also serve as a great assessment depending on where the students are in this unit. So that all students can find success with this concept there are several stations where the application of the GCF or LCM is an extension of the problem. Stations 2, 3 and 5 are well suited to review at the end of the lesson.