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Bell-ringer (5 minutes)

This lesson focuses on exploring factors and multiples. Students will learn how to find factor pairs of numbers and determine the distinct factors. They will also understand the concept of multiples and divisibility. Various activities and resources will be used to engage students in the learning process.

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Bell-ringer (5 minutes)

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  1. Date: August 14, 2013 Bell-ringer(5 minutes) Draw a Double Bubble Map that shows the factors of 24 and 40.

  2. Factors 48 24 Thinking Skill: Compare/Contrast

  3. Opening: (15 minutes)Textbook Scavenger Hunt Process Icon(s) • What page does the “Table of Contents” begin? • What name is given to the group of students on page-xii? • Name 3 things the group of students will appear throughout the text for? • What are 2 things you will find at the beginning of each section? • What kind of information is at the end of each chapter? • What is the purpose of each process icon, seen throughout the textbook?

  4. Learning Goals • Navigate the Carnegie Math Textbook • List factor pairs of numbers. • Key Terms • array • factor pair • factor • Commutative Property of Multiplication • distinct factors • perfect square

  5. Work-Period: (10 minutes)Factors • Whole Group Practice (Student Text) • Problem 1: Kenya’s Rings #1 • Draw the arrays and describe.

  6. Closing (7 minutes) • Talk Time • Discuss the array you drew. • Write down the homework • Problem 1: Kenya’s Rings, Pages 4-8 #1b - 12

  7. Date: August 15, 2013 Bell-ringer (5 minutes)

  8. Learning Goals List factor pairs of numbers. • Key Terms • array • factor pair • factor • Commutative Property of Multiplication • distinct factors • perfect square

  9. Factors (15 minutes) • http://learnzillion.com/lessons/782-find-all-factor-pairs-using-a-rainbow-factor-line • http://learnzillion.com/lessons/785-find-all-factor-pairs-of-a-number-using-a-tchart

  10. (7 minutes)

  11. Work-Period (15 minutes) • Problem 2: David’s Baseball Cards #1 – 3d (partners); #4 (whole group) • Section 1 • Complete #5 • Section 2 • Complete #6 • Section 3 • Complete #7 • Section 4 • Complete #8

  12. Closing (7 minutes) • Composition Notebook: Explain in 3 sentences: • What are the distinct factors of 16? • Is 16 a perfect square? How do you know? • Ticket-out-the-Door • Which of the following is a factor pair of 48? • 2, 21 • 3, 8 • 4, 12 • 5, 24

  13. Homework • Problem 3: Exploring Multiples; Pages-12 & 13, #1-6.

  14. Date: August 16, 2013 Bell-ringer (5 minutes) List the distinct factors for each whole number in order from least to greatest (start at the top of the circle map and rotate clockwise). Create a circle map with the distinct factor pairs. 32 14

  15. Learning Goals Relate factors, multiples, and divisibility. • Key Terms • multiple • divisible

  16. Multiples and Divisibility (15 minutes) • http://learnzillion.com/lessons/783-determine-all-multiples-of-a-number-using-number-bonds • http://learnzillion.com/lessons/784-use-divisibility-rules-to-determine-if-a-number-is-a-multiple-of-2-5-or-10 • http://learnzillion.com/lessons/787-use-divisibility-rules-to-determine-if-a-number-is-a-multiple-of-2-3-or-6 • http://learnzillion.com/lessons/788-use-divisibility-rules-to-determine-if-a-number-is-a-multiple-of-4-or-7

  17. (7 minutes)

  18. Work-Period (15 minutes) • Problem 3: Exploring Multiples • Complete a Double Bubble Map to show the multiples of 3 and 4. Use the natural numbers between1 and 30. • Talk the Talk; page – 14 #1-3

  19. Multiples 4 3 Thinking Skill: Compare/Contrast

  20. Closing (7 minutes) • Talk the Talk (each section presents) • Ticket-out-the-Door • What are the common multiples of 3 and 5 between 1 and 50? a. 3, 15, 30, and 45 b. 3, 5, 15, and 45 c. 5, 15, and 30 d. 15, 30, and 45

  21. Homework • Check for Students’ Understanding #1-3 (Given to you by Mrs. Barthell)

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