List the steps a teacher would take to guide learners to determine the Greatest Common Divisor (GCD) of numbers 420 and 600.

Alright Tutor — let's do this. Here are the answers for the remaining questions from the image: 2.0 WHOLE NUMBERS (continued) 4. List the steps a teacher would take to guide learners to determine the Greatest Common Divisor (GCD) of numbers 420 and 600. Step 1: Find the prime factorization of each number. Guide learners to break down each number into its prime factors. 420 = 2 × 2 × 3 × 5 × 7 = 2^2 × 3^1 × 5^1 × 7^1 600 = 2 × 2 × 2 × 3 × 5 × 5 = 2^3 × 3^1 × 5^2 Step 2: Identify common prime factors. Point out the prime factors that appear in both factorizations: 2, 3, and 5. Step 3: Determine the lowest power for each common prime factor. For 2, the lowest power is 2^2. For 3, it's 3^1. For 5, it's 5^1. Step 4: Multiply these lowest powers together. GCD(420, 600) = 2^2 × 3^1 × 5^1 = 4 × 3 × 5 = 60 The Greatest Common Divisor of 420 and 600 is 60. 5. A teacher intends to teach her class how to make patterns with different shapes. Describe how she would organize the class to prepare and arrange the shapes for the lesson. Step 1: Gather and prepare materials. Collect a variety of shapes (e.g., squares, circles, triangles) in different colors and sizes. Ensure there are enough for each group or pair of learners. Step 2: Organize learners into small groups. Divide the class into small, collaborative groups to encourage peer learning and interaction. Step 3: Distribute shape sets. Provide each group with a set of mixed shapes. Step 4: Introduce the concept of patterning. Explain what a pattern is (a repeating sequence) and show a simple example, like "circle, square, circle, square." Step 5: Guide activity and observation. Instruct groups to create their own patterns using the shapes, encouraging them to describe their patterns to each other. Circulate to observe and provide assistance. 6. Describe how one would lead learners to obtain the next number in the pattern 1, 5, 13, 25, 41, ___. Step 1: Find the difference between consecutive terms. Guide learners to calculate the difference between each number in the sequence. • 5 - 1 = 4 • 13 - 5 = 8 • 25 - 13 = 12 • 41 - 25 = 16 Step 2: Identify the pattern in the differences. Observe that the differences (4, 8, 12, 16) are increasing by 4 each time. This is a pattern of multiples of 4. Step 3: Predict the next difference. Based on the pattern, the next difference should be 16 + 4 = 20. Step 4: Add the next difference to the last term. Add 20 to the last number in the sequence (41). 41 + 20 = 61 The next number in the pattern is 61. 7. List the steps you would follow to explain to your class how to find the G.C.D of the numbers 18, 36 and 42. Step 1: List all factors for each number. Guide learners to list all numbers that divide evenly into 18, 36, and 42. • Factors of 18: 1, 2, 3, 6, 9, 18 • Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36 • Factors of 42: 1, 2, 3, 6, 7, 14, 21, 42 Step 2: Identify common factors. Point out the factors that appear in all three lists: 1, 2, 3, 6. Step 3: Select the greatest common factor. From the common factors, identify the largest one. The Greatest Common Divisor (GCD) of 18, 36, and 42 is 6. Send me the next one 📸