Transcript Common Factor?

Thursday, January 23, 2014
Reminder: writing prompt:
How to lead a
peaceful protest
(through MLK
point of view)
Who found out
tonight’s moon phase?
Waning
Gibbous
8:15 – 8:30
Paired Partners Read Pages 15-22
Begin to
complete B.R.
Spiral pages 8-9
and add to
previous pages
Restroom
Break
9:15 – 9:25
Student
Activity
9:25 - 10:00
Nonfiction Text
Structure!
Order & Sequence
(Chronological
Order)
Cut – Fold –
Complete – Glue
10:00 – 10:25
MOVE TO
LEARN
http://www.movetolearnms.org/how-do-ido-it/fitness-videos-46/catcherprepositions/
INDEPENDENT READING
If needed, finish Bull Run
assignment from earlier –
Bull Run Book pgs 15-22
Spiral pgs 8-9 & add to
previous pages
10:25 - 10:55
Being a Writer
10:55 – 11:30
RESEARCH CONTINUED
• Was it hard or easy to find information about
your questions yesterday? What made it
hard/easy?
• What did you do to locate the information you
were looking for?
RESEARCH
• Today you are going to again continue your
research. Remember not to endlessly search.
You have questions that you need answered.
Find an answer, then move on to the next
question.
Independent Research
• For the next 20 to 30 you are researching your
animals and finding answers to your
questions. Use your time wisely!
Reflecting on Researching
and Taking Notes
• What have you learned about taking notes?
What suggestions do you have to help others?
• What have you learned about research? Do
you have any suggestions to help others
Math Time!
Complete 9-12 &
bonus
11:30 –12:00
Factors &
Greatest
Common
Factor
What is a factor?
any one of the numbers multiplied in a
multiplication problem.
Then, what is a
Common Factor?
A number that is a factor
of two or more numbers
is called a common
factor.
Factors of 12: 1, 2, 3, 4, 6, 12
Factors of 20: 1, 2, 4, 5, 10, 20
The common factors of
12 and 20 are
1, 2, and 4.
Guided Practice
Using Common Factors
Mrs. Thompson is making picture frames for her poster
art. She has strips of framing wood in two lengths.
One is nine feet long and the other is eleven feet
long. She wants to cut both pieces into smaller
pieces to use for frames without wasting any wood.
What length of cuts should she use for each piece of
wood?
Step
Make a T-Chart to find the
1:factors of each number.
Mrs. Thompson is making picture frames for her poster art. She
has strips of framing wood in two lengths. One is nine feet
long and the other is twelve feet long. She wants to cut both
pieces into smaller pieces to use for frames without wasting
any wood. What length of cuts should she use for each piece
of wood?
9
1
3
9
3
12
1 12
2 6
3 4
Step 2:
Identify the common factors.
9
1
3
9
3
12
1 12
2 6
3 4
The common factors of 9 and 12 are 1 and 3.
So, Mrs. Thompson can cut the wood in
lengths of 1 foot or 3 foot.
Can you identify the prime numbers on this slide?
2 and 3
*Don’t forget – 1 is neither prime nor composite
Let’s talk about the GCF
GREATEST Common Factor
The GCF is the greatest
factor that two or more
numbers have in common.
Guided Practice
Using the GCF
Mrs. Thompson decided to wrap her finished framed
posters and give them as gifts to her family for
Christmas. She has one piece of ribbon that is
eighteen feet long and another that is twenty seven
feet long. What is the greatest whole-number length
she can make each piece of ribbon?
Step 1:
Make a t-chart to find the
factors of each number.
Mrs. Thompson decided to wrap her finished framed posters and give them
as gifts to her family for Christmas. She has one piece of ribbon that is
eighteen feet long and another that is twenty seven feet long. What is
the greatest whole-number length she can make each piece of ribbon?
18
1 18
2
9
3
6
27
1
3
27
9
Step 2:
Identify the common factors.
18
1 18
2
9
3
6
27
1
3
27
9
The common factors of 18 and 27 are
1, 3, and 9.
Step 3:
Identify the GCF or greatest
common factor.
18
1 18
2
9
3
6
27
1
3
27
9
The GCF, or greatest common factor of 18 and 27
is 9.
So, Mrs. Thompson can make each piece
of ribbon no more than 9 feet long.
Guided Practice
Let’s Practice!
Write the common factors for each pair of numbers.
a. 11, 15
b. 16, 20
____________________
____________________
Write the GCF for each pair of numbers.
a. 12, 36 ____________________
b. 15, 25 ____________________
Out of Classroom!
• 12:00 – 12:45 Activity
• 12:45 – 1:15 Lunch
• 1:15 – 1:45 Recess
Chapter 8 Practice
SCIENCE TIME
2:15 – 3:10
Back of Yesterday’s page
Science Binder
http://studyjams.scholastic.com/studyjams/j
ams/science/weather-and-climate/earthsatmosphere.htm
What’s the cloud that is
spread out, thick and low?
stratus
What’s the cloud that is
like a curl, feathery and
high?
cirrus
What measures wind speed?
anemometer
What’s the cloud that is
fluffy with a flat bottom?
cumulus
What measures wind
direction?
wind vane
What measures air
pressure?
barometer
What measures the
amount of rain?
rain gauge
Review Science Pages
Review Science Pages
Science Workbook
Chapter 10 pages 230-232
Homework
• Math –
• Science Workbook pages 226-227
• Read at least 30 minutes every day;
3:10 – 3:15 Wrap Up!
• Pack-Up
• Office will announce:
Car Riders – Leave around 3:15
Bus Riders – Teacher walks out about 3:22
(listen to intercom-dismisses by grade)