Mathematical concepts like Least Common Multiple (LCM) often appear abstract to students, making it difficult for them to connect numbers with real life. As a teacher, I have learned that true understanding begins when students can see, feel, and experience a concept. With this belief, I planned a lesson that transformed LCM from a calculation on paper into a moment of discovery.
The learning journey began with a pre-read worksheet based on real-life situations involving LCM. While reviewing students’ responses, I noticed that a few students had struggled with a particular scenario. Instead of addressing the mistake through explanation alone, I chose to turn it into a shared learning experience for the entire class.
Two students were invited to the front for a live jumping-jacks activity. One student performed jumping jacks at every count of 3, while the other jumped at every count of 4. As the class counted aloud together, the room filled with curiosity and excitement. When both students landed together at the 12th count, there was a visible moment of clarity. Smiles, nods, and eager voices reflected instant understanding. In that simple moment, students experienced LCM as the first point where two repeating actions come together – something no formula could explain as powerfully.
Building on this clarity, students worked collaboratively in small groups to solve real-life LCM problems. They explored situations such as planning common break times, organising repeated activities, and scheduling tea breaks for railway station staff. Conversations were lively, ideas were shared freely, and students confidently explained their reasoning to one another. To reinforce learning further, students practised through online LCM games, where repetition became enjoyable and learning felt effortless.
To deepen engagement and creativity, students were encouraged to design their own task cards using everyday situations where LCM could be applied. These student-created challenges were later solved by their peers, fostering ownership of learning and meaningful peer interaction.
The impact of this approach was both immediate and lasting. Students showed increased confidence, active participation, and improved accuracy in solving LCM problems. Even those who initially struggled were able to explain the concept in their own words. Most rewarding of all was hearing students describe the lesson as “fun,” “clear,” and “easy to remember.”
Takeaway for Fellow Teachers
When abstract concepts are taught through movement, real-life experiences, collaboration, and play, learning becomes joyful and meaningful. Small experiential strategies can create powerful moments of understanding that stay with students far beyond the classroom.
Layana Abilash
