Day 22: Prime Factorization Quiz & Starting Decimals

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 prime factors of a number, find the greatest common factor of two numbers, differentiate between prime and composite numbers, define a prime number, define a composite number, identify place value from billions to ten thousandths

Quote of the Day: "As a leader, you must play the hand your dealt even when you don't like the cards - even when fate frowns upon you." - John Wooden

Agenda:

1. Review the previous night's homework
2. Take the quiz on the objectives 
3. Students worked on their weekly quiz
4. As students finished their weekly quiz I challenged them to think of 50 different ways that they could study
5. At the start of class two, students wrote the homework in their agenda books
6. The students took notes on place value. I just gave them a number that went from the ten thousandths to the billions place value and had them write it in their notebook horizontally so they fit one number in each line.
7. We played Destination Elimination

The Assessment: The quiz was the assessment in the first half. Overall results were good. Students seemed to know what a prime and composite number were. The directions on the second half were a little confusing. Some students were finding the greatest common factor when the directions asked to find the prime factorization of two different numbers. Many students found a common factor of 72 and 96 without finding the greatest common factor.

In the second part of class, the assessment was seeing how students strategized and ordered decimals. This was a struggle. Not necessarily because students didn't know the decimals, but either my explanation was bad in some classes or the rules of the game was bad. By the last class I simplified it so that students only needed to put five numbers in order.

Homework: I had students answer this question based on this video.

My Glass Half-Full Take: A student came up to me during the quiz to ask me what he was doing wrong. Here's what he showed me:

He had factored 108 of all the prime numbers perfectly. The problem was when he went to check his work (as I had encouraged throughout the past couple of days), his answer of 98 did not match the number 108. I basically never help students during quizzes. I tell them do the best you can and reread directions that's it. This time though I couldn't help myself. I was happy that the student was checking the work and checking it the correct way. I simply asked him if he did the division part twice. His answer was yes. I then asked if he did the multiplication part twice. His answer was no. I smiled and said which one do you think needs another look then?

One Thing to Do Differently: I wanted to do a game in the second half of class or something that was more of a hands on activity after a quiz in the first part of class. That said, I should have done a mini lesson on comparing and ordering decimals for students. I also could have made a mini game of Destination Elimination. Next time (if there is a next time) I would only have them fill in three numbers instead of ten. I've read that Brazilian soccer players play games on fields one-sixth the size of a normal field to increase creativity in the game. I've also heard of basketball coaches creating one or two minute mini games to increase competition. I think shortening the length of this game would increase the intensity and engagement while not sacrificing any of the assessment.

Link of the Day: The frustration parents face with the common core. I have my own opinion, but don't have a year to write it. Maybe I will someday. For now let me just say two absolute certainties. The common core is here for now and the common core won't be here for good.