Solve mathematical and real-world problems using the greatest common factor and least common multiple.
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If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Problem 2 (benefits from worked example). Find more guidance on adapting our math curriculum for remote learning here.
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Two numbers can be described with the information below:
What are the two numbers?
Jason is preparing bundles of markers and pencils for a class activity. He wants to make the greatest number of bundles that he can, with the same number of markers and pencils in each bundle. Jason has 15 markers and 35 pencils. He writes the following equation to help him make sense of his supplies:
$${15+35=5(3+7)}$$
$${24+36=4(6+9)}$$
The florist can order roses in bunches of one dozen and lilies in bunches of 8. Last month she ordered the same number of roses as lilies. If she ordered no more than 100 roses, how many bunches of each could she have ordered? What is the smallest number of bunches of each that she could have ordered? Explain your reasoning.
The Florist Shop, accessed on Sept. 28, 2017, 4:42 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
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The following resources include problems and activities aligned to the objective of the lesson that can be used to create your own problem set.
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Two numbers less than 25 have a least common multiple of 60 and a greatest common factor of 5. What are the two numbers?
Find the greatest common factor of the two numbers below and rewrite the sum using the distributive property.
$${20 + 36}$$
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