Bell-ringer (5 minutes) Draw a Double Bubble Map that shows the factors of 24 and 40.
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Transcript of Bell-ringer (5 minutes) Draw a Double Bubble Map that shows the factors of 24 and 40.
Bell-ringer (5 minutes)
Draw a Double Bubble Map that shows the factors of 24 and 40.
FactorsFactors
Thinking Skill: Compare/ContrastThinking Skill: Compare/Contrast
24 48
Opening: (15 minutes)Textbook Scavenger Hunt
1. What page does the “Table of Contents” begin?
2. What name is given to the group of students on page-xii?
3. Name 3 things the group of students will appear throughout the text for?
4. What are 2 things you will find at the beginning of each section?
5. What kind of information is at the end of each chapter?
6. What is the purpose of each process icon, seen throughout the textbook?
Process Icon(s)
Learning Goals
• Navigate the Carnegie Math Textbook
• List factor pairs of numbers.
• Key Termsarray factor pair factorCommutative
Property of Multiplication
distinct factorsperfect square
Work-Period: (10 minutes)Factors
• Whole Group Practice (Student Text) Problem 1: Kenya’s Rings #1 Draw the arrays and describe.
Closing (7 minutes)
• Talk Time Discuss the array you drew.
• Write down the homework Problem 1: Kenya’s Rings, Pages 4-8 #1b - 12
Bell-ringer (5 minutes)
Learning Goals
• List factor pairs of numbers.
• Key Terms array factor pair factor Commutative Property
of Multiplication distinct factors perfect square
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
(7 minutes)
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
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?
a) 2, 21
b) 3, 8
c) 4, 12
d) 5, 24
Homework
• Problem 3: Exploring Multiples; Pages-12 & 13, #1-6.
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.
14 32
Learning Goals
• Relate factors, multiples, and divisibility.
• Key Terms multiple divisible
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
(7 minutes)
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
MultiplesMultiples
Thinking Skill: Compare/ContrastThinking Skill: Compare/Contrast
3 4
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
Homework
• Check for Students’ Understanding #1-3 (Given to you by Mrs. Barthell)