Day 14: Product of 72

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.

MP1 Make sense of problems and persevere in solving them.

Objective: List the first five multiples of a number. Manipulate a three factor math problem to find a product of 72.

Quote of the Day: “In the late 1960s Walter Mischel, then a professor at Stanford University, developed an ingenious experiment to test the willpower of four-year-olds. At a nursery school the Stanford campus, a researcher brought each child into a small room, sat him at a desk, and offered him a treat, such as a marshmallow. On the desk was a bell. The experimenter announced that she was going to leave the room, and the child could eat the marshmallow when she returned. Then she gave him a choice: If he wanted to eat the marshmallow, he needed only to ring the bell; the experimenter would return, and he could have it. But if he waited until the experimenter returned on her own, he would get two marshmallows…The correlation between the children’s marshmallow wait times and their later academic success turned out to be striking. Children who had been able to wait for fifteen minutes for their treat had SAT scores that were, on average, 210 points higher than those of children who had rung the bell after thirty seconds.” - Paul Tough

Question of the Day: "What is an anemone?"

Agenda:

1. Jumpstart 
2. Review the problem with 432 and 330 in finding the greatest common factor and greatest prime factor
3. Multiples my favorite no
4. Multiples Notes
5. Marvelous Multiples
6. Weekly Quiz corrections 
7. Multiples homework

Assessment: Multiples assessed in the notes, I circumvented the room during the jumpstart which took roughly 30 minutes per class, I also looked at all weekly quizzes that were turned in today, which was essentially the whole team.

Glass Half-Full: I did a think, pair, share with the jumpstart. It's amazing how the students went from "I don't get it" to "I have the answer" when we started working in pairs. I don't mean that they were told the answer by their partner - I mean both partners actually gave up on the idea of not getting it and started to hunker down. Nobody got it on their own, but then again neither did I the first time I saw this. It was such a moment of less is more. Students were engaged and while this was mostly a review of things we've already done and a little off of the greatest common factor topic, the connections were strong enough and the engagement was the key factor.

I also enjoyed not going over the homework from the night before. I went around the room and saw each student's work. That was enough of an assessment for me as most students were getting the concept, and if they were not it was a matter of the divisibility rules that was holding them back.

Regrets: Mystery numbers could have been added to this agenda as in some classes students actually finished the homework.

Homework: I had the students write the divisibility rules and also answer questions about why 3 is not a multiple of 12, but 12 is a multiple of 3.

Link of the Day: I love this. The calculator that only allows you to use it if you enter a suitable estimation.