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)