Prime Factorization, Least Common Multiple, Greatest Common Factor and Distributive Property
Prime Factorization, Least Common Multiple, Greatest Common Factor and Distributive Property
Teacher: Mrs. Sledgeand Ms. ChristianDate:9-21-15 to 9-25-15Grade: 6thSubject(s): Math
ACOS Standard: CC.6.NS.4: Find the greatest common factor of two whole numbers less than or equal to 100 and least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
Subjects / Daily Outcome / Before (Review or Introduction) / During (Guided Practice) / After (Independent Practice)Monday
Rigor Level
2
Homework: Prime Factorization / I can statement: TSW be able to find the prime factorization of a number.
Resources: Go Math!, , Harcourt Math, AMSTI, ,
/ Strategy:Review/Brainstorm
Purpose: To activate prior knowledge
Student Tasks: TSW review important vocabulary related to prime factoring such as divisibility, prime and composite numbers. / Strategy: Jot Notes in IMN
Purpose: To encourage note taking skills, activate knowledge of steps, making connections while reading text.
Student Tasks: TSW take notes via thinking maps on different methods of finding the prime factorization of large numbers using their interactive math notebooks. / Strategy: Oops Gallery
Purpose: To determine if students have understanding of skill.
Student Tasks (formative assessment): TSW complete an oops gallery where they will be asked to identify the prime factorization of large numbers.
Tuesday
Rigor Level
3
Homework: TSW copy problems from board finding the LCM / I can statement: TSW learn to find the LCM of numbers and use them to solve problems involving fractions.
Resources:
Go Math! EnVison Math and Harcourt Math / Strategy: Review of Previous Skills
Purpose: To verify understanding of skills taught previously
Student Tasks: TSW review divisibility rules, P or C and prime factorization of numbers. / Strategy: Flow Chart in IMN
Purpose: To develop strategies for finding the LCM of two or more numbers in a friendly manner. Go Math page 13-15
Student Tasks: TSW compose two different flow charts listing steps for finding LCM of two or more numbers. TSW view a short video from on LCM. / Strategy: Snowball summaries
Purpose: To comprehensively reflect on steps of finding LCM
Student Tasks (formative assessment): TSW divide paper in four sections and be given four different tasks involving the LCM of two or more numbers between each toss.
Wednesday
Rigor Level
2
Homework: TSW complete a worksheet finding GCF / I can statement: TSW learn to find the GCF of numbers and use them to solve problems involving fractions.
Resources:
Go Math! EnVison Math and Harcourt Math / Strategy: Numbers Talk
Purpose: A series of computational problems designed to allow students to clarify their thinking, investigate and apply math relationships, make decisions about choosing efficient strategies for specific problems and to use mental math opposed to basic algorithm.
Student Tasks: TSW use different strategies to mentally solve computation. Ex: double, sharing, adding on vs. removing / Strategy: Flow Chart in IMN
Purpose: To develop strategies for finding the GCF of two or more numbers in a friendly manner using their interactive math notebooks. Go Math page 17-19
Student Tasks: TSW compose two different flow charts listing steps for finding GCF of two or more numbers. / Strategy: Exit Slip
Purpose: To verify understanding of finding GCF of two or more numbers.
Student Tasks (formative assessment): TSW complete a set of problems involving GCF.
Day of Week / Daily Outcome / Before (Review or Introduction) / During (Guided Practice) / After (Independent Practice)
Thursday
Rigor Level
2
Homework: Finding the LCM and GCF / I can statement: TSW be able to use the strategy draw a diagram to help them solve problems involving the GCF and the Distributive Property.
Resources: Go Math!, , Harcourt Math, AMSTI, , / Strategy: Review
Purpose: To activate prior knowledge of skills covered in class
Student Tasks: TSW review finding the LCM, GCF and prime factorization of numbers via flipchart presentation. / Strategy: Table Talk/IMN
Purpose: To discuss strategies aloud with peers.
Student Tasks: TSW work in groups to use the draw a diagram strategy for finding the GCF and the Distributive Property. / Strategy: Exit/Independent Work
Purpose: To verify if students have understanding of skill.
Student Tasks (formative assessment): Problems solving from lesson 1.5 via Go Math!
Friday
Rigor Level
3
Homework: None / I can statement:
TSW be able to find prime factorization, LCM and GCF with the Distributive Property.
Resources: Go Math!, , Harcourt Math, AMSTI, , / Strategy: N/A
Purpose: N/A
Student Tasks: N/A / Strategy: N/A
Purpose: N/A
Student Tasks: N/A / Strategy: N/A
Purpose: To verify understandings of all skills covered in class the entire week.
Student Tasks (formative assessment): Mid-Chapter Checkpoint page 25-26.
Weekly Assessment Skills (Write 3 to 5 question quiz):
Closing Activity (3 times a week)
Open-Ended QuestionA trophy case at Riverside Middle School holds 18 baseball trophies and 24 soccer trophies. All shelves hold the same number of trophies. Only one sport is represented on each shelf. What is the greatest number of trophies that can be on each shelf? / Open - Ended Question
There are 650 sixth-gradestudents in the city. Forty-sixpercent of the students areboys.How many of the sixth-gradestudents in the city are boys? / Open-Ended Question
A digital camera originallycost $59.95. Its cost decreased15%.What is the sale price of thecamera, not including tax? / Open-Ended Question / Open - Ended Question / Open-Ended Question
Rigor Levels - (1) recall facts or information, (2) application of information, (3) reasoning (4) investigation