Day 22: Prime Factorization to Find Greatest Common Factor

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: Find the greatest common factor using prime factorization

Quote of the Day: “When the work is piled high on your desk, think about how thankful you are to even have a job while so many are unemployed. When work is driving you crazy, think about the fact that you are healthy enough to work. When you are sitting in traffic, be thankful you can drive a car while so many have to walk miles just to get clean water. When the restaurant messes up your meal, think about how many unfed mouths there are in the world. And as I told my father a number of years ago when he lost the love of his life - my mother ‘You had the kind of love for so many years that many people spend a lifetime searching for and never find. Let’s be thankful for that. Where there is a negative there is always a positive. Where there is a dark cloud, there is always a sun shining behind it.” - Jon Gordon

Question from yesterday: "If there is more weight added to an elevator will that slow the elevator down?" "If we use the birthday cake method for prime factorization, will there be a couple different ways to do it like there are with factor trees?"

Assessment: Exit ticket using the marker boards on the problem 36 and 54

Agenda:

1. Jumpstart & weekly quiz feedback
2. Review the homework
3. Pepper
4. Greatest common factor & prime factorization notes
5. Start the homework 

Glass-Half Full: The questions from yesterday brought forth great ideas and debate from across the room. It's been such a positive influence on my class to do this everyday so far this year.

Regrets: I never went over two of the problems from last night's homework. They were good problems, but we never covered them in class today. I thought the jumpstart was horrible. There were five problems and all but one I could have covered in Pepper. It was disengaging - a boring worksheet. I would rather ask only one question that made the students think or use something from Visual Patterns, 7 Puzzles, or Estimation 180.

Link of the Day: 3 Act math for circles.