Transcript 5 minutes
Bell-ringer (5 minutes) 1. List all of the factor pairs of 64. 2. Create a rainbow diagram to illustrate all the distinct factor pairs of 64. **Copy down this week’s homework in your agenda!!! Homework • Check for Student’s Understanding (Carnegie pg. 30: Models for Factors and Multiples) • Complete Problem 5: It’s a Mystery; Pages 41&42, #1-5 • Standardized Practice (Crosswalk pgs. 18 & 19, #1-9) • Study Chapter 1 Summary (pages 45-48) • Check for Student’s Understanding (Carnegie pg. 60: Prime Factorization and Factor Trees) MCC6NS4: • Find the greatest common factor (GCF) of two whole numbers less than or equal to 100 and the least common multiple (LCM) of two whole numbers less than or equal to 12. Essential Question: • Can you find the GCF of two whole numbers? • Can you find the LCM of two whole numbers? Learning Goals • Determine the factor pairs using arrays and area models. • Classify numbers using Venn diagrams. • Key Terms Area model Set Venn Diagram I Can… • Determine factor pairs using arrays and area models. • Classify numbers using Venn Diagrams. Opening: (10 minutes) • An area model (p.16) is a pictorial way to represent multiplication. (shaped like a rectangle) the length and width of the rectangle represents the factors the area (length x width) of the rectangle represents the product of those factors • A set (p.26) is a collection of numbers, geometric figures, letters, or other objects that have some characteristics in common. • A Venn diagram (p.26) is a picture that illustrates the relationships between two or more sets. Problem #1 Speedy Builder specialize in creating shelves, desks, and cases for collectible items. Speedy Builders wants to make rectangular cases with individual sections to display model cars. Before they build the cases, designers draw arrays on grid paper to make sure mistakes are not made. 1. What arrays could be drawn? There could be 1 row with 12 columns, 12 rows with 2 column, … (Use page 23 to draw other arrays for 12) Take 3 minutes… 2. What is the relationship between the arrays drawn and the factor pairs of 12? Work-Period: (15 minutes) Area Models • Work with a partner (Student Text) Pages 17-22 • Answer questions on page 24 (a-d) Problem #3 (Partner/Whole Group) • Venn Diagrams (pg. 26) Question #1 (3 minutes) Question #2 (3 minutes) • Complete Question #3, 4(a,b,c), and 5 Closing (7 minutes) • Show what you know (3 minutes) • Composition Notebook (3 minutes) Write 3 sentences about what you thought I taught…what you learned or didn’t understand. Bell-ringer (5 minutes) In each group of numbers, choose the number that is not evenly divisible by any other number other than 1 and itself. 1. 4, 10, 21, 29 2. 3, 9, 15, 18 3. 6, 14, 17, 25 4. 8, 11, 26, 39 5. If a number ends in the digit 2, is it divisible by 2? 6. If a number ends in the digit 3, is it divisible by 3? Learning Goals • Distinguish between prime and composite numbers. • Identify and use the multiplicative identity. • Key Terms Prime numbers Composite numbers Multiplicative identity The Game (15 minutes) • Prime numbers are numbers greater than 1 with exactly two distinct factors, 1 and the number itself. • Composite numbers are numbers that have more than two distinct factors. • Complete numbers #1-10 (pgs. 32&33) • Share Out Work-Period (15 minutes) • Complete numbers #1-10 (pgs. 32&33) • Share Out • Talk the Talk #1-3 Share with class Closing (7 minutes) • Composition Notebook: Explain in 3 sentences: What are prime numbers? What are composite numbers? Compare both types of numbers. • Ticket-out-the-Door Bell-ringer (5 minutes) Consider the number 789. 1. Can you look at the number and tell if it is divisible by 2? Explain. 2. Can you look at the number and tell if it is divisible by 10? Explain. 3. Can you look at the number and tell if it is divisible by 3? 4. Is the number divisible by 3? 5. What did you do to answer question #4? Learning Goals • Formulate divisibility rules based on patterns seen in factors. • Use factors to help you develop divisibility rules. • Key Terms Divisibility rules Divisibility (10 minutes) • http://learnzillion.com/lessons/784-use-divisibility-rules-todetermine-if-a-number-is-a-multiple-of-2-5-or-10 • http://learnzillion.com/lessons/787-use-divisibility-rules-todetermine-if-a-number-is-a-multiple-of-2-3-or-6 • http://learnzillion.com/lessons/788-use-divisibility-rules-todetermine-if-a-number-is-a-multiple-of-4-or-7 Work-Period (15 minutes) • Problem 1: Exploring Two, Five, and Ten • Problem 2: Exploring Three and Six • Problem 4: Exploring Four • Problem 3: Exploring Nine Closing (7 minutes) • Talk the Talk (each section presents) • Ticket-out-the-Door Bell-ringer (5 minutes) Write two different factor pairs for each number. 1. 18 2. 24 3. 30 4. 36 5. 75 MCC6NS4: • Find the greatest common factor (GCF) of two whole numbers less than or equal to 100 and the least common multiple (LCM) of two whole numbers less than or equal to 12. Essential Question: • Can you find the GCF of two whole numbers? • Can you find the LCM of two whole numbers? Learning Goals • Determine the prime • Key Terms factorization of a Prime factorization number. Associative Property of Multiplication • Understand the usefulness of prime Factor tree factors. Power • Recognize that each Base whole number has Exponent exactly one prime Fundamental Theorem of factorization. Arithmetic I Can… • Determine the prime factorization of a number. • Recognize that each whole number has exactly one prime factorization. Opening: (10 minutes) • Problem 1: Dimension of a Tank • Problem 2: Factor Trees • http://learnzillion.com/lessons/460-writenumerical-expressions-involving-wholenumberexponents Work-Period: (30 minutes) Prime Factorization and Factor Trees • Problem 2: Factor Trees (Student Text) Pages 56-59 Closing (7 minutes) • Share Out pg. 59; #8(3 minutes) • Ticket-Out-The-Door (2 minutes)