William Espedal 6thGrade Math x6052 Date: Monday09/19/2011 Standards Addressed 6.1 (D) write prime factorizations using exponents. Objective We will find all the prime factors of a number Product (including ELPS) I will dissect a number into its prime components using a factor tree and use the words prime factorization to explain it (1E) Materials Needed Colored paper Markers Or Computers with Pixie Lesson Name: Make your own Factor Tree Action: What is the teacher doing? What are the students doing? Phase 1: Engage: Teacher displays a factor tree of a large number with many branches and discussing the prime factorization with the students. Displaying and discussing picture Listening and looking Phase 2: Explore: Teacher reviews how to create a tree with a handout of notes/worksheet. Reviewing prime factorization, questioning the students to see if they remember Listening and answering questions. Remembering the lesson previously taught Phase 3: Explain: Teacher explains that they will now create their own factor trees for a grade. Teacher will allow them to choose from a bag of large numbers. Explaining the assignment and allowing each student to choose their number Listening and choosing a number Phase 4: Elaborate: Students work on assignment. Teacher helps as needed. Walking around room helping and observing Making their own factor trees Phase 5: Evaluate: Students may present their trees as time allows. Teacher will collect them and display them after grading. Allowing students to present and giving feedback, collecting trees Presenting and/or listening to others present Differentiation Strategies AVID: Inquiry and Reading ESL: Visual representations SPED: Visual representations, differentiated numbers given Pre-AP: More rigorous numbers GT: Costa’s Questions: Guided Groups: Homework: Worksheet with 4 STAAR-like problems on prime factorization
William Espedal 6thGrade Math x6052 Date: Tuesday 09/20/2011 Standards Addressed 6.1 (E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers. Objective We will define greatest common factor and select them using various methods Product (including ELPS) I willcompute greatest common factors and use this new vocabulary in classroom communication (3B) Materials Needed 2 large hula hoops or 2 long pieces of rope Lesson Name: GCF Action: What is the teacher doing? What are the students doing? Phase 1: Engage: Teacher shows a presentation about venn diagrams. Then creates a large human size venn diagram on the floor. Shows presentation and asks students if they understand how they work. Lays down hula hoops or ropes. Watching and answering questions Phase 2: Explore: Teacher splits the class into 2 groups and gives them each a large number to factor and tells the students to write each prime number on a sheet of paper in large print. Then the teacher chooses students to hold those numbers and stand in the proper location of the human venn diagram. Splits class and gives number. Walks around and helps/observes prime factorization. Organizes human venn and discusses Work together to create prime factorizations. Select students place themselves in correct place of venn diagram. Others watch. Phase 3: Explain: Teacher explains the different methods to finding GCF using Cornell Notes. Explains GCF and checks for understanding Listening and taking cornell notes. Phase 4: Elaborate: Teacher works through examples moving from working them all to students working independently. Explaining less and less allowing students to take over Working through examples until they can do them independently Phase 5: Evaluate: GCF Worksheet Passes out worksheet, gives instruction then walks around room to help and observe Listens to instructions and completes worksheet. Differentiation Strategies AVID: Cornell Notes ESL: Total physical response SPED: Visual and physical examples Pre-AP: Less direction on human venn diagram (let them discover it) GT: Costa’s Questions: Guided Groups: Homework: Finish GCF worksheet
William Espedal 6thGrade Math x6052 Date: Wednesday 09/21/2011 Standards Addressed 6.1 (F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers. Objective We will list multiples and select the least common of a pair of numbers. Product (including ELPS) I will investigate and calculate least common multiples by asking and giving information using vocabulary (3F) Materials Needed Hundreds charts or computers with Sieve of Eratosthenes/hundreds chart Investigation Worksheet Lesson Name: LCM Action: What is the teacher doing? What are the students doing? Phase 1: Engage: Teacher shows virtual Sieve of Eratosthenes and chooses several pairs of numbers to discover common and least common multiples. Running computer and showing where multiples overlap Watching and observing overlapping multiples Phase 2: Explore: Teacher passes out “Investigation 4: Prime Time” sheets to pairs of students. They work together to complete first table where the find least common multiples Assigns partners, hands out sheet, gives instructions and walks around helping/observing Works with partner and hundreds chart to find least common multiples on table. Phase 3: Explain: Teacher explains other methods of finding LCM and why it is important using Cornell Notes Explaining methods to find LCM and asking questions to check for understanding Listening and taking notes Phase 4: Elaborate: Teacher has students complete the rest of the investigation in pairs. Gives instructions and walks around helping/observing Listening to instructions and working with partner to complete investigation Phase 5: Evaluate: Teacher gives two numbers and exit ticket is LCM. (Also review for test tomorrow) Gives 2 numbers and instructions. Reviews content for test tomorrow Finds LCM of two numbers. Takes notes for review
Differentiation Strategies AVID: Cornell notes, collaboration ESL: Visual examples SPED: Visual examples Pre-AP:Create own problem GT: Costa’s Questions: Guided Groups: Homework: Test Your Skills worksheet that includes new and review material William Espedal 6thGrade Math x6052 Date: Thursday 09/22/2011 Standards Addressed 6.1C, 6.2C, 6.2D, 6.2E, 6.5A Whole Numbers-Problem Solving, Order of Operations, and Estimation. Integers in Real Life. Objective We will show mastery of objectives covered up to this point. Product (including ELPS) I will show comprehension of problem solving, order of operations, estimation and integers through analytical skills (4K) Materials Needed Tests Scantrons Lesson Name: Action: Summative Assessment What is the teacher doing? What are the students doing? Phase 1: Engage: Phase 2: Explore: Phase 3: Explain: Phase 4: Elaborate: Phase 5: Evaluate: Teacher reminds students of test taking strategies and expectations. Passes out tests and gives instructions. Gives instructions and monitors students Complete test.