Transcript Math Resource Lesson Plans 6th Grade September 16

Math Resource Lesson Plans
6th Grade
December 9-13, 2013
Carolyn Toomer
Differentiation
A variety of methods will be used to accommodate
the needs of individual learners such as:
• IEP’s and 504 Plans are followed
• hands-on activities
• discussions through whole group and shoulder
buddies
• informational text strategies (steps to problems)
• note taking
Grouping
• Students are grouped by Kagan strategies
using shoulder partners for supported
activities only. Groups and seating may be
changed depending on activities that are
taking place daily.
Assessment
• CFU throughout the lesson and in closure. I
will be looking for at least 80% skill mastery
daily.
Complete Weekly Agenda
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Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/CFU/ Reflection
Independent Practice ( You Do)(CFU)
Early Finishers: Learning Math with Technology (Students work quietly on
laptops-word problem math game of their choice.)
• HAVE A GREAT DAY!
Class Project: Math Board Game
• Students will begin working on their class project today
after reviewing the rubric and providing them with the
necessary materials to begin .
• Students will work on their projects daily after
completing their Vmath assignments.
• Basic materials (poster board, markers, etc.) will be
provided by Mrs. Toomer to complete this project.
• Any special materials that are needed to complete the
board games will be supplied by the student.
Standards: 6. EE.1 Write and evaluate numerical
expressions involving whole-number exponents.
Monday’s Bell Work
12-9-13
Solving Application Word Problems
Brian has $20.00. He wants to buy 9 notebooks
that cost $1.89 each. Does he have enough
money?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Real Life Application
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Work on Math Game Project
– Learning Math with Technology (Students work quietly on laptops-word problem math
game of their choice.)
•
HAVE A GREAT DAY!
Essential Question:
How do I relate a percent to a fraction, a
decimal, and a ratio?
I am looking for at least 80%
skill mastery!
Real Life Application
Have you ever went to a restaurant and left the
waitress or waiter a tip? Author Irene Frankel
claims that the word “tip” originated in 18th –
century England, where coffeehouse patrons
put coins in a box labeled “To Insure
Promptness.” A standard tip for food service is
15%. Express this as a fraction in simplest form.
15%= 15 = 15 or 3
100
100
20
Relevance:
Fractions, decimals, and percents are used
interchangeably in real-life situations such as
the stock market and department stores.
Assessing Prior Knowledge
Have you ever wondered why you can’t live without
water? It’s because your body is mostly water. Brain
matter is 17/20 water.
Standards
6.RP.3c Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g. by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams,
or equations.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
means 30/100 times the quantity); solve problems involving finding the
whole, given a part and the percent.
Modeling and Guided Practice
Level G Module 5 Vmath
Lesson 5: Modeling Percents, Decimals, and
Fractions (Part 1)
Modeling: Teacher will open the lesson by modeling
problems 1-2 and Build the Concept on page 19 and
providing Guided practice as students complete the
page 20 the Try It Together Section.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
CFU/Closure
Write each ratio as a fraction with a
denominator of 100, as a decimal number to
the hundredths place, and as a percent.
75 out of 100
45 out of 100
Reflection
How are
percents
related to a
fraction, a
decimal and a
ratio?
Independent Practice
Independent practice: Students will begin working
on Skill Building: New and Review section page 21
and Problem Solving Section. Students may work
with their shoulder Buddy to complete this section.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Tuesday’s Bell Work
12-10-13
Solving Application Word Problems
Melek collected 4 cans in the first hour, 8 cans the second hour,
and 12 cans the third hour. If this pattern continues, how many
cans will he collect in 9 hours?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Real Life Application
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Work on Math Game Project
– Learning Math with Technology (Students work quietly on laptops-word problem math
game of their choice.)
•
HAVE A GREAT DAY!
Essential Question:
How do I relate a percent to a fraction, a
decimal, and a ratio?
I am looking for at least 80%
skill mastery!
Accessing Prior Knowledge:
We started the lesson about relating a percent to
a fraction, a decimal, and a ratio on yesterday.
Today, we will continue this lesson and build
onto this prior knowledge.
Relevance
The chart below demonstrates many ways that
fractions, decimals, and percents are used in our
daily lives.
Real Life Application
Cats sleep as much as 18 hours per day. Find
the percent of the day that cats spend sleeping.
Standards
6.RP.3c Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g. by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams,
or equations.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
means 30/100 times the quantity); solve problems involving finding the
whole, given a part and the percent.
Math Vocabulary
Percent
A ratio that compares a number with 100
• Shops advertise discounts on products. These discounts are
percentages.
"Up to 50% off marked prices"
Modeling and Guided Practice
Level G: Module 5 Vmath
Lesson 5: Modeling Percents, Decimals, and
Fractions (Part 2)
Modeling: Teacher will open the lesson by modeling
problems 15, page 22 and providing Guided practice
while students complete problems 16.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with them.)
CFU/Closure
Use Your Dry Erase Boards to Complete the
Problem(s)
Sally finds that 39 out of 100 students eat lunch
at school. What percent of students eat lunch at
school? What percent of students does not eat
lunch at school?
• Homework
Reflection
Write in your own words how you relate
a percent to a fraction, a decimal, and a
ratio.
Independent Practice
Independent practice: Students will complete page
22 Problem Solving: New and Review Section.
Students may work with their team members to
complete this section. If time permits students will
complete Reteach Vmath skill sheet for extra
practice. Teacher will circulate the room and
provide extra support during activity. (CFU)
• Have a Great Day!
Wednesday’s Bell Work 12-11-13
Cedric has 100 animal cards. If he put
them in piles of 10, how many piles will
he have?
A. Read and Understand: _______________________________
B. Make a plan:_______________________________________
C. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Real Life Application
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Work on math project
• HAVE A GREAT DAY!
Essential Question
• How do I write a percent as a
decimal and a fraction?
Standards
4.NF.6 Use decimal notation for fractions with
denominators 10 or 100. For example, rewrite
0.062 as 62/100; describe a length as 0.62
meters; locate 0.52 on a number line diagram.
Accessing Prior Knowledge:
If you think back on the previous lesson, you learned
how to express a fraction as a decimal. You will learn
that you can express a decimal as a fraction with a
denominator of a power of 10. This is indicated by the
place value of the final digit of the decimal. Then
simplify the fraction.
Relevance:
Fractions, decimals, and percents are
used interchangeably in real-life
situations such as the stock market
and department store sales. You will
use this information as you learn to
live in society for earning and
spending money, cooking and
completing daily skills.
Real Life Application
Recipes use fractions, rather than
percents or decimals.
Ingredients
•2/3 cup sugar
•1/2 cup canola oil
•2 egg whites
•1 egg
•1 cup unsweetened applesauce
•1 cup molasses
•1-1/2 cups King Arthur Unbleached All-Purpose Flour
•1 cup King Arthur Premium 100% Whole Wheat Flour
•2-1/2 teaspoons baking soda
•1 teaspoon ground ginger
•1 teaspoon ground cinnamon
•1 teaspoon ground allspice
•1/2 teaspoon salt
•1-1/3 cups reduced-fat whipped topping
Holiday Gingerbread Cupcakes
Modeling and Guided Practice
Level G Module 2 Vmath
Lesson 6: Writing Percents as Decimals and
Fractions (Part 1)
Modeling: Teacher will open the lesson by completing
problems 1a&b in the Vmath skill book page 27 and
providing Guided practice while completing examples
2-3 and Build the Concept section on page 27.
(CFU- if students demonstrate their lack of
understanding, I will review the lesson with them.)
CFU/Closure
Use Your Dry Erase Boards to Complete the
Problems
Write the percent as a decimal and a fraction
1. 15%
2. 67%
3. 29%
I am looking for at least 80% accuracy!
Reflection
Write in words the steps for
changing 80% into a decimal?
Independent Practice
Independent practice: Students will
begin working on the Try It Together
section page 28 and Skill Building:
New and Review section page 29.
Students may work with their team
member to complete this section.
Teacher will circulate the room and
provide extra support during activity.
(CFU)
Thursday’s Bell Work
12-12-13
Solving Application Word Problems
John have 15 one dollar bills, 13 quarters, 7
dimes, 14 nickels, and 78 pennies. How much
money does John have?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Real Life Application
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Work on Math Game Project
• HAVE A GREAT DAY!
Essential Question
• How do I write a percent as a
decimal and a fraction?
Accessing Prior Knowledge:
Today we will review our previous lesson, you will
learn more about how to express a fraction as a
decimal. You will learn that you can express a decimal
as a fraction with a denominator of a power of 10.
This is indicated by the place value of the final digit of
the decimal. Then simplify the fraction.
Relevance:
Fractions, decimals, and percents are
used interchangeably in real-life
situations such as the stock market
and department store sales.
Real Life Application
History. In 1896, about 100,000 “stampeders”
set out for the Klondike in Bonanza Creek,
Canada, in search of gold. Only about 30,000
people made it to the Klondike.
a. What fraction of the stampeders made it?
Express the fraction in simplest form.
b. Express the fraction as a decimal.
Standards
4.NF.6 Use decimal notation for fractions with
denominators 10 or 100. For example, rewrite 0.062
as 62/100; describe a length as 0.62 meters; locate
0.52 on a number line diagram.
Modeling and Guided Practice
Level G Module 5 Vmath
Lesson 6: Writing Percents as Decimals and Fractions
(Part 2)
Modeling: Teacher will open the lesson by
completing problems 16 in the Vmath skill book
page 30 and providing Guided practice while
completing examples 17&18 and the Check Up
section page 30.
(CFU- if students demonstrate their lack of
understanding, I will review the lesson with them.)
CFU/Closure
• Use dry erase boards to complete the
following problem:
• For every 2 baseballs Paula sells at the Sports
Shop, she sells 4 soccer balls. If Paula sells 10
baseballs, how many soccer balls does she
sell?
I am looking for at least 80% accuracy!
Reflection
Complete the sentences with the terms below:
1.
_____________ an equation that shows two ratios are
equivalent
2. _____________a product found by multiplying the
numerator of the first fraction by the denominator of the
second fraction and the denominator of the first fraction by
the numerator of the second fraction
3. _____________ the process of finding the cross products
Cross Multiplication
Cross Products
Proportion
Independent Practice
Independent practice: Students will complete the
Vmath Reteach skill sheet. Students may use a
shoulder buddy to work with.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Friday’s Bell Work
12-13-13
Solving Application Word Problems
Fruit Baskets
You are have 14 bananas, 7 apples, 21 oranges and 28
grapefruit. How many fruit baskets can you make
using all of the fruit above?
A. Read and Understand: _______________________________
B. Make a plan:_______________________________________
C. Solve the problem:__________________________________
Essential Question
• How do I write a decimal as a
percent and a fraction?
Accessing Prior Knowledge:
Fractions can be written as a decimal. A
decimal like 0.12 is called a terminating
decimal because the division ends, or
terminates, when the remainder is zero.
However, not all decimals are terminating
decimals. Decimals like 0.44444444….
Are called repeating decimals because
there is a pattern in the digits that repeat
forever.
Relevance:
Batter Up
Knowing how to express a fraction as a decimal can
help you calculate a batting average.
Real Life Application
Are you a “lefty?” President Obama, Oprah
Winfrey, and Tom Cruise are all left-handed.
Actually, about 3 out of every 25 people or
3/25 of the population are left-handed. Any
fraction can be written as a decimal by dividing.
Standards
4.NF.6 Use decimal notation for fractions with
denominators 10 or 100. For example, rewrite 0.062
as 62/100; describe a length as 0.62 meters; locate
0.52 on a number line diagram.
ModeLevel G Module 5 Vmath
Lesson 7: Writing Decimals as Percents and
Fractions
Modeling: Teacher will open the lesson by completing
problems 1-3 in the Vmath skill book page 31 and
providing Guided practice while completing examples
4-6 and Build the Concept section on page 31.
(CFU- if students demonstrate their lack of
understanding, I will review the lesson with them.)
CFU/Closure
Use your dry erase board and write how to
write a percent as a decimal.
Reflection
• Why do we
need to learn
the skill of
changing
percents as a
decimal and a
fraction?
Independent Practice
Independent practice: Students will begin
working on the Try It Together section page 32
and Skill Building: New and Review section
page 33. Students may work with their team
member to complete this section. Teacher will
circulate the room and provide extra support
during activity. (CFU)
th
7
Grade
Lesson Plans
Math Resource Lesson Plans
7th Grade
December 9-13, 2013
Carolyn Toomer
Differentiation
A variety of methods will be used to accommodate
the needs of individual learners such as:
• IEP’s and 504 Plans are followed
• hands-on activities
• discussions through the whole group and
partner
• informational text strategies (steps to problems)
• note taking
Grouping
• Students are grouped by Kagan strategies
using shoulder partners for group activities.
Groups are changed depending on activity
taking place.
Assessment
• CFU throughout the lesson and in closure. I
will be looking for at least 80% skill mastery
daily.
Monday’s Bell Work
12-9-13
Brian has $20.00. He wants to buy 9 notebooks
that cost $1.89 each. Does he have enough
money?
a) Read and Understand:_______________________________
b) Make a plan:_______________________________________
c) Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom
assignments or Math Board Game Project.
• HAVE A GREAT DAY!
Essential Question
How do I solve word problems involving
multiplication of integers using a table?
“I am looking for at least 80% skill mastery”
Accessing Prior Knowledge:
We have been talking about integers for the past
couple of weeks. We have learned how to add,
subtract, multiply and divide integers. Today we
are going to learn the process of solving word
problems involving integers using a table..
Relevance:
Being able to read a table is important to solving
real-life math problems. Tables contain
information to help you solve math problems
and help build math skills.
Real Life Applications
Animal Shelter
• Mrs. Leary’s class visited the animal shelter to see the
animals that were available for
• adoption. They counted 24 animals in all.
• • 1/3 of the animals were dogs.
• • The rest were cats.
• • How many dogs were at the shelter?
• • How many cats were at the shelter?
• • Explain how you know your answers are correct.
• Draw a table about the scenario above.
Standards
7. RP. 2 Recognize and represent
proportional relationships between
quantities.
a. Identify the constant of proportionality
(unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of
proportional relationships.
Modeling and Guided Practice
Level H Module 2 Vmath
Lesson 8 : Problem Solving: Using a Table
Modeling: Teacher will open the lesson by reviewing
problems 1-2 p. 35 in the Vmath skill book and
providing Guided practice while completing problem3
on page 36 .
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
CFU/Closure
Solve a Problem by Using a Table
(Teacher will provide printed closure activity)
(The Class will Review Closure Activity Together and
Make any Necessary Corrections )
I am looking for at least 80% skill mastery!!!
Reflection
Why is it important to be able to read and
understand tables in real-life situations?
• Have a Great Day!
Independent Practice
Level H Module 2 Vmath
Lesson 8 : Problem Solving: Using a Table
Skill Building: New and Review
Students will complete page 37, problems 4-11
independently. Students may work with their shoulder
buddy while completing work. Teacher will circulate
the room and provide extra support to students during
activity.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Tuesday’s Bell Work 12-10-13
Melek collected 4 cans in the first hour, 8 cans the
second hour, and 12 cans the third hour. If this
pattern continues, how many cans will he collect in 9
hours?
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom
assignments or Math Board Game Project.
• HAVE A GREAT DAY!
Essential Question
How do I solve word problems involving
multiplication of integers using a table?
“I am looking for at least 80% skill mastery”
Key Terms
 Underline key words and numbers.
 Cross out useless information.
 Choose the operation or operations.
 Estimate the answer.
 Write the calculation or calculations.
 Work out the answer.
Accessing Prior Knowledge:
Integers have been a part of our math
lessons for the last month. We have
covered the skills of adding,
subtracting, multiplying and dividing
integers. Today we are going to work
with solving word problems involving
multiplication of integers using a
table.
Relevance:
• Make a Table is a problem-solving strategy that
students can use to solve mathematical word
problems by writing the information in a more
organized format.
Why Is It Important?
• This problem-solving strategy allows students to
discover relationships and patterns among data.
It encourages students to organize information in
a logical way and to look critically at the data to
find patterns and develop a solution.
Real Life Applications
• (CFU)
Standards
7. RP. 2 Recognize and represent proportional
relationships between quantities.
a. Identify the constant of proportionality (unit
rate) in tables, graphs, equations, diagrams, and
verbal descriptions of proportional
relationships.
Modeling and Guided Practice
Level H Module 2 Vmath
Lesson 8: Problem Solving: Using a Table
Modeling: Teacher will open the lesson by modeling
problems 1 on page 38 in the Vmath skill book and
providing Guided practice while completing problems
2-4 p.38.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
(Closure: Use Dry Erase Boards)
CFU/Closure
Draw a table to represent today’s bell work
problem.
Melek collected 4 cans in the first hour, 8 cans the
second hour, and 12 cans the third hour. If this pattern
continues, how many cans will he collect in 9 hours?
I am looking for at least 80% skill mastery.
Reflection
What steps did you take to
complete the bell work table?
(CFU)
Independent Practice
Independent practice: Students will complete
Vmath Re-Teach skill page). Students may work
with a shoulder partner to complete problems.
Teacher will circulate the room and provide
support during activity. (CFU)
• Have a Great Day!
Wednesday’s Bell Work 12-11-13
A warehouse has many pieces of wood in stock.
It is going to sell 411 bundles of wood with 30
pieces of wood in each bundle. How many
pieces of wood will be sold?
A. Read and Understand: _______________________________
B. Make a plan:_______________________________________
C. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom
assignments or Math Board Game Project.
• HAVE A GREAT DAY!
Essential Question
How do I find factors and multiples of a
number?
“I am looking for at least 80% skill mastery”
Standards
4.0A.4 Find all factor pairs for a whole
number in the range 1-100. Recognize that
a whole number is a multiple of each of its
factors. Determine whether a given whole
number in the range 1-100 is a multiple of
a given one-digit number. Determine
whether a given whole number n the range
1-100 is prime or composite.
Accessing Prior Knowledge:
You will learn to use divisibility rules
that you learned in earlier grades to
find factors and multiples of a
number. CFU)
New Vocabulary
• Factor of a whole number-a number that
divides exactly into a given number
• Multiple of a number- a number that is the
product of the given number and a nonzero
number
Relevance:
Why do we need to learn about factors and
multiples of a number?
Whether you are trying to impress your dog's
friends (who are obsessed with figuring out
number divisibility) or quickly factor a number,
it can be very useful to tell whether a number is
divisible by another.
Real Life Applications
Money Matters
Alonso has $249 in spending money to use during his
7-day vacation. Can he spend the same amount of
money each day? Use your calculator to determine
whether 249 is divisible by 7.
Modeling and Guided Practice
Level H Module 2 Vmath
Lesson 9 : Factors and Multiples
Modeling: Teacher will open the lesson by modeling
problems 1-2 p. 39 in the Vmath skill book and
providing Guided practice while completing problems
3-4.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
CFU/Closure
Determine whether each number is divisible by
2, 3, 4, 5, 6, 9, or 10
1. 462
2. 270
3. 8,340
• No Homework
Reflection
Use your dry erase board and write the meaning
of each new vocabulary .
• Factor of a whole number
• Multiple of a number
Independent Practice
Independent practice: Students will complete the
Try It Together Section on page 40. Students may
work with their shoulder partner to complete
problems. Teacher will circulate classroom and
provide extra support to students while they are
completing assignment.
Thursday’s Bell Work 12-12-13
John have 15 one dollar bills, 13 quarters, 7
dimes, 14 nickels, and 78 pennies. How much
money does John have?
A. Read and Understand: _______________________________
B. Make a plan:_______________________________________
C. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom
assignments or Math Board Game Project.
• HAVE A GREAT DAY!
Standards
4.0A.4 Find all factor pairs for a whole
number in the range 1-100. Recognize that
a whole number is a multiple of each of its
factors. Determine whether a given whole
number in the range 1-100 is a multiple of
a given one-digit number. Determine
whether a given whole number n the range
1-100 is prime or composite.
Essential Question
How do I find factors and multiples of a
number?
“I am looking for at least 80% skill mastery”
Accessing Prior Knowledge:
You will learn to use divisibility rules
that you learned in earlier grades to
find factors and multiples of a
number. CFU)
Relevance:
Why do we need to learn about factors and
multiples of a number?
Whether you are trying to impress your dog's
friends (who are obsessed with figuring out
number divisibility) or quickly factor a number,
it can be very useful to tell whether a number is
divisible by another.
Real Life Applications
Ted is going Christmas shopping. He have $304 dollars
to spend on his 5 family members gifts. Will Ted be
able to spend the exact dollar amount on each family
member? Why or why not?
Modeling and Guided Practice
Level H Module 2 Vmath
Lesson 10 : Greatest Common Factor
Modeling: Teacher will open the lesson by modeling
problems 8-10 p. 41 in the Vmath skill book and
providing Guided practice while completing problems
11-13.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
CFU/Closure
Determine whether each number is divisible by
2, 3, 4, 5, 6, 9, or 10
1. 69
2. 345
3. 134
• No Homework
• No Homework
Reflection
Use your dry erase board and write the meaning
of each new vocabulary .
• Factor of a whole number
• Multiple of a number
Independent Practice
Independent practice: Students will complete page
41and 42. Students may work with their shoulder
partner to complete problems. Teacher will
circulate classroom and provide extra support to
students while they are completing assignment.
Friday’s Bell Work 12-13-13
Fruit Baskets
You have14 bananas, 7 apples, 21 oranges and 28
grapefruit. How many fruit baskets can you make
using all of the fruit above?
A. Read and Understand: _______________________________
B. Make a plan:_______________________________________
C. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom
assignments or Math Board Game Project.
• HAVE A GREAT DAY!
Standards
6.NS.4 Find the greatest common factor of
two whole numbers less than or equal to
100 and the 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.
Essential Question
How do I find the greatest common factor(GCF)
of a set of numbers?
“I am looking for at least 80% skill mastery”
Accessing Prior Knowledge:
Yesterday we talked about finding
factors and multiples of a number.
Today, we will move forward with this
lesson by adding on the knowledge of
finding the greatest common factor of
a set of numbers. CFU)
Relevance:
• You’ll use greatest common factors to simplify
fractions. You can determine the greatest
common factor of two or more numbers by
making an organized list. The greatest
common factor of two or more numbers is the
greatest number that is a factor of each
number.
Real Life Applications
In 1903, a company introduced its first box of 8
crayons. In 1958, the 64-box of crayons, with a builtin-sharpener, was introduced. Thirty-five years later,
the box of 96 crayons came out. Suppose the company
is designing boxes so that all sets have the same
number of crayons in each row. What would be the
greatest number of crayons in each row?
(Page 151 school math book)
New Vocabulary
• Common factor- a number that is a factor of two or
more numbers
• Greatest common factor (GCF)- the greatest number
that is a common factor of two or more numbers
Modeling and Guided Practice
Level H Module 2 Vmath
Lesson 10 :Greatest Common Factor
Modeling: Teacher will open the lesson by modeling
problems 1-4 p. 43 in the Vmath skill book and
providing Guided practice while completing problems
5-8 p.44.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
CFU/Closure
Use your dry erase board and find the GCF of
each set of numbers 10 and 25.
• No Homework
Reflection
How do you find the greatest common factor of
a set of numbers?
Independent Practice
Independent practice: Students will complete the
Try It Together Section on page 45. Students may
work with their shoulder partner to complete
problems. Teacher will circulate classroom and
provide extra support to students while they are
completing assignment.