© Stephen W. Ha
To help students learn what factors means to them and how to use this math
concept in application.
Materials:
Materials for four groups
 Four 250ml graduated cylinders, four 100ml graduated cylinders, water, six containers
of different size with premarked volume on each of them.
**Note: All graduated
cylinders must be of the same brand so to minimize the percent of error that
might be resulted.
Strategy:
Before this handon activity, the teacher should already go through the concept of factors through
modeling and practice on the board in the previous lesson. The teacher would
first explain the activity to students through modeling. Then the students will
work on the activity in groups to help themselves understand further the concept
of factors and common factors.
Modeling by teacher
 Choose a premarked container and tell students the objective is to fill the container with water up exactly to the mark by using a graduated
cylinder.
However, the cylinder must carry the same amount of water, the “basic unit,”
each time the water is added. For example, if the volume of the container is
150ml, a “based unit” of either 20ml, 30ml, 40ml, and so on, can be used to see which one can exactly
fill up 150ml of water into the container (Choose a few volunteers to fill up the same container with different “basic units”).
 Ask students why not all “basic units” being chosen can be used to fill the
container exactly up to the mark. Reinforce the concept of factors or even common
factors after the discussion.
Student Activity
(1) Each group will use a cylinder being provided to fill a container up with
water to the premark label by choosing a “basic unit” they believe that
can carry out the task.
(2) Record the “based unit” being used and fill out the related information in the following table.
(3) Repeat step (1) and (2) for two or more trial, modify the table
accordingly..
Volume of premark label 
Based unit 
Successful? 
Is this a factor? (Y/N) 

Trial # 1  
Trial #2  
Trial #3 
Performance Assessment:
(1) What is the most efficient way to do this activity?
(2) In what way does it make a difference?
Through the activity and
the discussion of the above questions, students
should be able to understand precisely the concept of factors and learn how to use
it for application purposes. They should even find out the concept, along with
the meaning, of common factors, as well as the greatest common factor.
Conclusions:
The concept of the greatest common factor is a useful tool in some real life
applications. For example, if the above activity turns into a competition, those
who know the concept of the greatest common factor will have a better chance to win the contest. Another example can be such as what is the most efficient way to
give an exact change of 50 cents? Two quarters? Five dimes? Ten nickels? Or so
forth.
Reference
Just click Reference.
If you can't find anything in "Reference", click the following URL addresses.