1. Bell-ringer (5 minutes)
Date: August 14, 2013
Bell-ringer (5 minutes)
Draw a Double Bubble Map that shows the factors of 24 and 40.

2. Factors 24 48
Thinking Skill: Compare/Contrast

3. Opening: (15 minutes) Textbook Scavenger Hunt
What page does the “Table of Contents” begin?
What name is given to the group of students on page-xii?
Name 3 things the group of students will appear throughout the text for?
What are 2 things you will find at the beginning of each section?
What kind of information is at the end of each chapter?
What is the purpose of each process icon, seen throughout the textbook?
Process Icon(s)

4. Learning Goals Key Terms Navigate the Carnegie Math Textbook array
List factor pairs of numbers.
Key Terms
array
factor pair
factor
Commutative Property of Multiplication
distinct factors
perfect square

5. Work-Period: (10 minutes) Factors
Whole Group Practice (Student Text)
Problem 1: Kenya’s Rings #1
Draw the arrays and describe.

6. Closing (7 minutes) Talk Time Write down the homework
Discuss the array you drew.
Write down the homework
Problem 1: Kenya’s Rings, Pages 4-8 #1b - 12

7. Bell-ringer (5 minutes)
Date: August 15, 2013
Bell-ringer (5 minutes)

8. Learning Goals Key Terms List factor pairs of numbers. array
Commutative Property of Multiplication
distinct factors
perfect square

9. Factors (15 minutes)

10. (7 minutes)

11. Work-Period (15 minutes)
Problem 2: David’s Baseball Cards #1 – 3d (partners); #4 (whole group)
Section 1
Complete #5
Section 2
Complete #6
Section 3
Complete #7
Section 4
Complete #8

12. Closing (7 minutes) Composition Notebook: Explain in 3 sentences:
What are the distinct factors of 16?
Is 16 a perfect square? How do you know?
Ticket-out-the-Door
Which of the following is a factor pair of 48?
2, 21
3, 8
4, 12
5, 24

13. Homework
Problem 3: Exploring Multiples; Pages-12 & 13, #1-6.

14. Bell-ringer (5 minutes)
Date: August 16, 2013
Bell-ringer (5 minutes)
List the distinct factors for each whole number in order from least to greatest (start at the top of the circle map and rotate clockwise). Create a circle map with the distinct factor pairs. 14 32

15. Learning Goals Key Terms Relate factors, multiples, and divisibility.
divisible

16. Multiples and Divisibility (15 minutes)

17. (7 minutes)

18. Work-Period (15 minutes)
Problem 3: Exploring Multiples
Complete a Double Bubble Map to show the multiples of 3 and 4. Use the natural numbers between1 and 30.
Talk the Talk; page – 14 #1-3

19. Multiples 3 4
Thinking Skill: Compare/Contrast

20. Closing (7 minutes) Talk the Talk (each section presents)
Ticket-out-the-Door
What are the common multiples of 3 and 5 between 1 and 50?
a. 3, 15, 30, and 45
b. 3, 5, 15, and 45
c. 5, 15, and 30
d. 15, 30, and 45

21. Homework
Check for Students’ Understanding #1-3 (Given to you by Mrs. Barthell)