Ms. Joost
September 14th-18th
Lesson Plans
Monday, September 14th
Bell Work
First Quadrant Week 2 Multiple Choice A and B
Review Previous Lesson
Discuss ACE questions
Discuss difference between a factor and multiple.
Discuss Check up 2.
PT 3.1 Lesson Goals: Students write goals in math notebook and discuss
I. I can recognize situations in which finding common multiples of whole numbers
is important.
II. I can develop strategies for finding common multiples.
III. I can observe patterns in common multiples of numbers and use the pattern to
reason about and predict future occurrences and solve problems.
Launch
Review Vocabulary
What are the first ten multiples of 20? 30? (Make sure that students know that a number is
a multiple itself.
What multiple occur on both lists? We call these common multiples
What do these numbers have in common?
What is the least number that occurs on both lists? This number is called the least
common multiple (LCM).
What are the factors of 12? Of 30?
Find common factors? Greatest Common Factor (GCF)
Discuss the context of the ferris wheel.
How many trips around do you get?
How does the size of the wheel affect your ride?
Draw two different size circles.
Explore
Have students in groups complete A-C on p. 38 the lab sheet chart
Check for understanding:
When is the least common multiple one of the numbers?
When is the least common multiple the product of the two numbers?
When is the least common multiple neither the product of the two numbers nor one of the
numbers?
Vocabulary in Two- Column Notes (CRISS)
Common Multiples
Least Common Multiple
Common Factors
Greatest Common Factor
In class Assignment- ACE p.42 #1-8
Exit Pass (Summarize) – What is the difference between a factor and a multiple?
Tuesday, September 15th
Bell Work
First quadrant week 2nd Short Response A and B
Review Previous Lesson
Discuss difference between a factor and multiple.
PT3.2 Lesson Goals: Students write goals in math notebook and discuss
I. I can recognize situations in which finding common multiples of whole numbers
is important.
II. I can develop strategies for finding common multiples.
III. I can observe patterns in common multiples of numbers and use the pattern to
reason about and predict future occurrences and solve problems.
Launch
Read the Cicada Story on p.39 Numbers Less than 10 and Multiples of 2 less than 10
Explain how this is another situation that considers when two or more things will happen
again at the same time.
Explore
Have students work in small groups p. 40 A-B
Have students record their answers to be displayed for class discussion.
How is this problem similar to what we’ve done before? What strategies were used on that
problem? How can those strategies help others??
What do you need to find to answer questions like the Ferris Wheel and cicada problems?
What is the LCM of one of the numbers? Of two of the numbers?
Picking out important information in story problems (Gender strategy)
Entire class activity
Assignment- In class ACE p. 42-43 # 10,15, 17, 19,
Wednesday, September 16th
Bell Work
First quadrant week 2nd Extended Response
PT 3.3 Lesson Goals: Students write goals in math notebook and discuss
I. I can recognize situations in which finding common multiples of whole numbers
is important.
II. I can develop strategies for finding common multiples.
III. I can observe patterns in common multiples of numbers and use the pattern to
reason about and predict future occurrences and solve problems.
Launch
Whole class discuss
Seven students are going to the game. Sarah is in charge of buying snacks for the trip.
Each person wants two health bars and a juice drink. How many should she buy of each?
Explore
Introduce problem 3.3 on p.40 Questions A
Think-Pair-Share a list of strategies (CRISS)
As a class generate a list of strategies that can be used to solve the problem.
Introduce problem 3.3 on p.41 Questions B
Think-Pair-Share a list of strategies (CRISS)
As a class generate a list of strategies that can be used to solve the problem.
Picking out important information in story problems (Gender strategy)
Entire class activity
Assignment- Who are the Slowest Talkers- GCF worksheet
Exit Pass (Summarize) – Write down any concerns you are having in regards to factors
and multiple.
Thursday, September 17th
Bell Work
First Quadrant Week 2 Bellwork Quiz
Multiplication Skill Practice
Partner Practice
Multiplication Test
Review Previous Lesson
Discuss GCF homework
Discuss difference between a factor and multiple.
PT 3.4 Lesson Goals: Students write goals in math notebook and discuss
I. I can recognize situations in which finding common multiples of whole numbers
is important.
II. I can develop strategies for finding common multiples, and the greatest common
factor (GCF).
III. I can recognize when common factors and greatest common factors are helpful
in solving problems.
Launch
Review 3.3 A-B and Discuss the importance of reasonable response.
How do you do you know if answer is reasonable?
Explore
Have students complete problems A-B p.41
Reinforce the use of factors instead of multiples in this particular problem.
What are the factors of 120? Of 90?
What are the common factors of 120? 90?
How does the number 30 relate to these numbers? (answer : GCF)
Picking out important information in story problems (Gender strategy)
Entire class activity
Assignment- ACE p. 43-44 # 24-27, 30
Exit Pass (Summarize) – One sentence summary of what you learned today.
Friday, September 18th
No School- School Improvement Day