Day 21: Prime Factorization

6th Grade Math Standards: 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 solution of problems.

The Learning Objective: Factor a composite number to its prime factors

Quote of the Day: “Some think it’s their job to change people. Sorry. You can coach, counsel, teach, and guide, but no one changes another person. Change only comes from the inside as a result of decisions made by the individual.” - Jimmy Miller

Question from Yesterday (as always from a student): Are there any two numbers for which there is no least common multiple?

Assessment: Students posted their work on various composite numbers I gave them to try on a marker board.

The kids were in love with the concept after we looked back at the prime factors and got the product. I've never had a group be more enthusiastic about prime factorization, but to me it's art so I'm glad we saw eye to eye.

I also took literally two hours to review their weekly quizzes. There has to be an easier way, but I guess I can safely say it was assessed. Good to see students applying what we have learned from least common multiple. At the same time bad to see them not making charts or drawing pictures to organize their work.

Agenda:

1. Estimation 180 the Elevators (Day 75 through 77)
2. Review of the homework. Is 121 prime or composite? Apparently if the sixth grade were polled it would be an overwhelming victory for prime. Politics. 
3. Repeating the words prime factorization is the same as product of prime numbers ten times with people around us
4. Prime Factorization Notes
5. Prime factorization practice (see the assessment pictures)
6. Prime factorization homework practice started in class

Glass-Half Full: I loved the questions that I got and the thinking that was taking place during Estimation 180. Students asking if elevators go slower if there are more people on it, students sharing that it looks like three rows of people can fit on an elevator based on the picture, etc.

I also enjoyed the use of the marker boards again. I skipped having students do a bunch of problems in the notebook and had them just do the minimum in the notebook. The novelty helps me and the kids as I can see their answers from further distances and assess quicker.

Regrets: I wish I gave them a ticket to leave and simply asked them the question what concept did you learn today. Students refer to this as birthday cake and factor trees when the technical term is really prime factorization or writing the product of prime numbers. The sun will come out tomorrow. And so will this question.

Link of the Day: Prime Climb has gotten some good reviews on Twitter. It's tough to say I will pay the money though because one set will never be enough.