Students develop number sense and use relationships amongst whole numbers to solve problems

Students use the mathematical processes of problem solving, reasoning and proof, communication, connections and representations to acquire and use mathematical knowledge.

Unit Enduring Understandings

Precise language helps us express mathematical ideas and resolve them

Is it a cycle/repeat/together/multiple problem? PROVE IT

Is it a sharing/dividing/equal/factor problem? PROVE IT

Scavenger Hunt

Unit Design Template (continued)

Learning Plans

Learning Activities

Warm ups

Series of vocabulary warm ups designed to support student use of content vocabulary and to distinguish between terms. Given word bank and a set of numbers with many relationships amongst them, students write sentences using the vocabulary and given numbers. Rubric encourages use of “bonus words” and multiple words in a sentence.

Series of number line warm ups designed to support student use of content vocabulary and to distinguish between terms. Also designed with use of a familiar model and to reinforce correct placement/spacing of numbers—important concept in fractions unit. Students given a task such as “place all factors of 12 on the number line”, leads to discussion of where to begin, spacing, etc. 2^{nd} number line or double line for common factors, (or multiples). Continue with sentences—begin with fill in the blanks.

Exit slips

These slips are designed as a quick check in and usually center around a key question that has been on the board sometimes just for the day, and sometimes for multiple days. The key questions usually stem from the unit essential questions, what the students will know and be able to do. Example, “Why is there no greatest common multiple?” or “What is always the least common factor and why?” Students are encouraged to answer in Q in A format to encourage language use.

Sometimes these slips are designed around a task. Example, “list all of the factors of 20 and all of the multiples of 20 up to 200”. Again a quick check in stemming from what we want students to be able to do.

Vocabulary Sheets: students will keep up to date vocabulary sheets as a)new terms arise or b)for pre teaching. Included in the sheets are “term”, “example of picture”, and “definition—own words, any language”. Discuss non-examples and need to include on sheet—use Frayer model.

Homework: includes various ACE problems from Prime Time. Also included are skill and practice sheets. Purpose is to reinforce daily classwork/discussions/concepts, etc.

Class work

Product game via computer: Teacher vs class, student vs. student

Product game via paper copy: student vs. parent

Factor game via computer: Teacher vs class, student vs student

Factor game via paper copy: student vs parent

Prime Time-various investigations—some modified

Individual assessments throughout unit –some formative, two summative

My Number posters: Using content vocabulary and given number, students work with partner generating list of factors and writing sentences about the relationships amongst given number and its factors

Visual representations of factors via rectangular models: students model factors of given numbers with rectangular models

Scavenger Hunt: using the rectangular models, students work with a partner seeking odd, even, square, composite, prime numbers.

Compare and contrast whole numbers using Venn Diagrams

Looking for clues to determine if a problem warrants finding factors or multiples in order to solve. Generated list of clue words for board.

GCF/LCM poster: given a variety of problems, students must decide if they are LCM or GCF problems. Solve two of given problems and then write a unique problem for each category.

Real world applications of common factors and common multiples-video of cicadas from Planet Earth series