Day 17 Review for Test on Multiples, Factors, and Divisibility

6th Grade Math Standards: 6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example express 36 + 8 as 4(9 + 2).
MA.4.a Apply number theory concepts, including prime factorization and relatively prime numbers, to the solutions of problems.

The Learning Objective: Find the least common multiple of two or more numbers, find the greatest common factor of two or more numbers, apply the rules of divisibility for 2, 3, 4, 5, 6, 9, and 10, and define the rules of divisibility for 2, 3, 4, 5, 6, 9, and 10

Quote of the Day: "I read about two hundred executives who were asked what makes people successful. The number one quality they cited was enthusiasm, not talent - 80 percent of them recognized that there needed to be a fire within to achieve success." - John Maxwell

Agenda:

1. Jumpstart with least common multiple questions as I checked the homework
2. We reviewed two word problems from the homework on the board. 
3. The students worked with a partner on this review sheet.
4. In the second part of class, the students worked with a different partner on another review sheet. I thought it was critical that they had a different partner to increase the diversity of ways to solve problems. I circumvented the classroom to see how students were doing. 

The Assessment: Checking the homework and also circumventing the classroom as the partners worked.

Homework: The weekly take home quiz is due in the next class and we are also taking a test on the above learning objectives.

My Glass Half-Full Take: Not pictured anywhere in the agenda I had students come to my class after school and work on a problem that we are going to see in two weeks about cookies and muffins. The gist of the problem is that a bakery is giving away a muffin to every 6th customer that comes in and a cookie to every 4th. The problem was a released MCAS question I believe.

The way we worked on the problem was through acting it out. I brought in my nieces toy cash register and purchased the cookies and muffins from a local bakery. The kids really enjoyed it. I am looking forward to showing it in a couple of weeks and hope that it will lead to increased understanding of what the problem is asking.

One Thing to Do Differently: After the students took the quiz it is apparent that least common multiple word problems are an issue. Students were adding the multiples of 3 and 4 to get an answer of 7 at an alarming rate. That is precisely why we as a sixth grade math team have the weekly quiz. The cookies and muffins will serve their purpose.

Link of the Day: I found this blog on Twitter with a search of decimals and #mathchat. It's called Math Minds and it comes from an elementary math teacher. I really enjoyed the diversity in the reasons that students gave for how they arrived at a solution.