MA.4.a. Apply number theory concepts, including prime factorization and relatively prime numbers, to the solution of problems
Objective: Find the least common multiple of two or more numbers by listing the multiples; find the greatest common factor of two or more numbers by listing the factors; find the prime factorization of a number; determine whether two or more numbers are relatively prime.
Quote of the Day: “One study asked a group of people to be measurably more truthful in their dealings with others. When the study group members told three fewer lies per week than the control group participants, they experienced a variety of statistically significant health-related and emotional benefits.” - Andrew Sobel
“Immigrants are four times as likely to become millionaires as American-born citizens. This startling statistic boils down to one thing: a world-class work ethic.” -Steve Siebold
“Most people are fully engaged in microwave thinking - a deep belief that compensation should immediately follow any effort. Champions are different. They believe every effort performed with good intentions yields some form of compensation at some point.” - Steve Siebold
“As it turns out, the more types of relationships a person has the less susceptible they are to developing a full-blown cold, even after direct exposure to a cold-causing virus. When people have a wide range of connections, it provides them with a sense of psychological security that buffers them from day-to-day stress. And because they experience stress less often, their bodies are better conditioned to fend off physiological challenges when they occur.” – Ron Friedman
Agenda:
- Monday we reviewed for the greatest common factor and least common multiple test.
- Tuesday we gave the least common multiple and greatest common factor test.
- Wednesday was a half day. It was a team day in which students did not go to normal classes.
- Thursday was a review of the Test from Tuesday and prime and composite numbers.
- Friday was the introduction to prime factorization.
Glass Half-Full: The half-day was the best day of the week. Every half day rather than see the students for eighteen minutes and spit them out, our team joins forces and we focus on character development. During this week the focus was on teamwork. We chose this because many of our students are coming from different elementary schools and do not know each other well. We wanted to emphasize at this vulnerable time for them that often in life you will be placed on teams with new people, your best friends, and people that you do not particularly care for. In any case, it is important to make the most of your situation for the betterment of everyone.
In the morning, students were only with us for about fifteen minutes, so the assistant principal explained a fundraiser that was taking place the following week (the Rollathon). The students then went to their encore classes.
When they returned to homeroom all five teachers showed them the Kid President video in reference to teamwork. Then the students picked one word that summed up teamwork to them. Cooperation. Unselfishness. Together. Trust. They were compiled onto a poster and it was hung on our doors. Next we went up to the cafeteria as a whole team. Students were placed in teams completely randomly using two decks of cards (the people with the Patriots cards that had 8s and 7s went to one room while the people with the K's and Q's on the Celtics cards went to another room). There were four people per team.
When they got to the classroom, they all got instructions on the Zombie Bridge problem. I was a mobile teacher for this since it has something I have utilized in the past and it is a math problem. I went from room to room explaining to students that they would want to write what they know, create a chart, act it out, or even draw a picture.
We had three groups solve it in five different classes. It took me an hour to solve at grad school, so that was pretty impressive that three groups could get it without teachers helping them.
After working on Zombie Bridge for roughly a half hour the students made their own bridge using gumdrops and tooth picks. We stayed away from giving the students constraints such as the longest bridge or using the least amount of toothpicks. We wanted them to have artistic freedom and the task on Zombie Bridge was enough math according to the other teachers on the team. Hard to argue.
Link of the Day: Which one doesn't belong is something that can be done in all grades. This is an example of kindergarten and second grade using it. The key line in the blog post is that students never ask "Is this right?"
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