| Factors |
Grade:
Third |
Content Area:
Technology |
Time Frame:
1 Lesson (45-60 Minutes) |
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Unit/Lesson Overview:
This lesson is designed to complement the Investigations book Landmarks in the Hundreds, (Investigation 1, Sessions 2 & 3 Page 4). Students will utilize a series of Excel hundreds charts to: explore factors by skip counting, explore relationships between multiples and their factors, and use multiplication notation to record factors.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
3.4(A)
3.6(B)
3.15(D) |
| Social Studies: |
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| Science: |
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| Technology: |
S1
S4
B4 |
| Technology: |
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| Additional TEKS: |
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I Can....
...skip count to find factors....use multiplication notation to record factors. ...accurately illustrate my factors on a 100's chart. |
Assessment(s):
Did my students find all factors for the given number?Did my students accurately illustrate the factors on their Excel charts? Could my students explain their processes and reasoning in finding factors?: |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
Obj. 6 |
| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
Landmarks in the Hundreds
File: factors.xls
File:
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Internet Links:
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Accommodations:
To be determined by the teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
This lesson is designed to follow your classroom activities in the Investigations book Landmarks in the Hundreds, Inv. 1, Finding Factors. After the lesson is complete, this activity may be done in the computer lab, or in small groups using laptops or the wireless cart.Use Body Percussion for warm-up. Choose a number to skip count by and assign actions. For example, if you are counting by 3's, assign the first number a snap, the second a knee slap, the third a clap. Have students repeat the motions while everyone chants the numbers aloud 1 (snap) 2 (knee slap) 3 (clap) 4 (snap) 5 (knee slap) 6 (clap), etc. |
Lesson:
Show students how to open "factors" template (file 1) and save to their student drive.Demonstrate how to color cells to illustrate factors (each factor will be done in a separate color on a separate four-up hundreds chart). There are two main ways to fill a cell with color: First way: Click on the cell to highlight the cell. Choose Format, Cells, Patterns, then Cell Shading. Under Color, select a color. Second way: Make sure that your Formatting toolbar is turned on (View, Toolbars, check mark next to Formatting). Click on the cell to be highlighted, find Paint Bucket icon, click on arrow next to paint bucket icon to select a color. Repeat steps for other cells to color. Explain to students that they will use the four-up hundreds chart to demonstrate all the factors that they can find for 42. There are 12 charts provided for this purpose on three tabs. After they have illustrated all the factors on their four-up charts, have them print the 100's chart (large version), color all the factors they found (with crayons or colored pencils to allow for overlapping factors), and answer the questions related to the chart.
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Reteach:
To be determined by the teacher based on student needs
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Extension:
Use the template for blank hundreds charts from your Technology Resources page on the NEISD Math Scope and Sequence page. Encourage students to explore factors of other numbers.What would happen if you added 24 and 42 to get 66? Would the factors of 66 have any relationship to the factors of 24 and 42? Challenge students to find other numbers that share factors. Can they come up with ideas as to why those numbers have factors in common?
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Guiding Questions:
We're going to try to find all the factors of 42. What's a number that we can count by to land exactly on 42? How do you know that?How many (their number) would you need to reach 42? How would you write those numbers in a multiplication sentence? How would you decide what number to test next to see if it is a factor of 42?
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Summary Questions:
How many factors did you find for 42?Do you think there are more factors for 42 that you did not find?Why or why not? What factors do 42 share with 36? Why do 42 and 36 have those factors in common? Could you find the next largest number that shares at least three factors with 36 and 42?
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Reflection:
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