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6th grade-Greatest Common Factor


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Keywords: 6th grade-Calculate the Greatest Common Factor
Subject(s): Information Skills, Art, Special Needs, Math
Grade 6
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Scoggins Middle School, Dallas, GA
Planned By: angela bailey
Original Author: angela bailey, Dallas
6th grade week of Aug 11th Homework due Thursday-Factorize Exploration Questions
This Week’s Standards: Quiz Friday (10 Problems)
CCSS.Math.Content.6.NS.B.4
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).
CCSS.Math.Practice.MP2
Reason abstractly and quantitatively.
Monday Aug 11
Pre-assessment-test yourself using the video below:
Objective: Students will calculate the GCF
Warm-up/Engage/I Do
http://studyjams.scholastic.com/studyjams/jams/math/fractions/greatest-common-factor.htm
Greatest
common factor-step by step
Work-time/Explore/We Do
Model several problems from the interactive activity listed below. Once students are clear on the method to calculate the GCF, give students a few problems to work with their groups.
http://www.shodor.org/interactivate/activities/Factorize/>Factorize
Exploration Questions
Reteach: Allow students that need additional assistance to use their multiplication table in their agenda. Work through several problems with the small group. Using http://www.sheppardsoftware.com/mathgames/fractions/GreatestCommonFactor.htm
Review
GCF.
Closing/Explore/We Do (Post-Assessment)
Each group will choose any whole number less than 100. Students will calculate the GCF and write the step by step instruction for a student that maybe absent.
Tuesday Aug 12th
Pre-Assessment- Using a story problem, calculate the greatest common factor.
What is the greatest common factor of the following: 1. 56 and 64? 2. 45 and 90?
Opening/Engage/I Do

1. Rebecca has 20 table tennis balls and 16 table tennis paddles. She wants to sell packages of balls and paddles bundled together. What is the greatest number of packages she can sell with no leftover balls or paddles?
Work-time/Explore/We Do
a) Tim has a bag of 36 orange-flavored sweets and Peter has a bag of 44 grape-flavored sweets. They have to divide up the sweets into small trays with equal number of sweets; each tray containing either orange-flavored or grape-flavored sweets only. If there is no remainder, find the largest possible number of sweets in each tray.
Answer: sweets
b) Martin is pasting pieces of square colored paper of equal size onto a board measuring 72 cm by 90 cm. If only whole square pieces are used, and the board is to be completely covered, find the largest possible length of the side of each square colored paper.
Answer: cm
c) Two wires with lengths of 448 cm and 616 cm are to be cut into pieces of all the same length without remainder. Find the greatest possible length of the pieces.
Answer: cm
d) Janice and Jasmine were each given a piece of ribbon of equal length. Janice cuts her ribbons into equal lengths of 2 m, while Jasmine cuts her ribbons into equal lengths of 5 m. If there was no remainder in both cases, find the shortest possible length of ribbon given to them
answer: meters.
e) On a track for remote-controlled racing cars, racing car A completes the track in 28 seconds, while racing car B completes it in 24 seconds. If they both start at the same time, after how many seconds will they be side by side again?
Answer: seconds
Reteach: Work any students who may additional help-model what key words they should look for when calculating the GCF from story problems.


Closing/Explain/You Do (post assessment)
Students will create two story problems with their group to illustrate how to calculate the GCF.
Wednesday and Thursday Aug 13th and 14th
Quiz Review-Each station will contain a model that shows what is expected of the students.
Stations: Students will rotate to each station-Algorithms and story problems
Station 1: Students will work with a partner to calculate the greatest common factor of two numbers
Station 2: Students will work with a partner to complete GCF story problems.
Station 3: Students will complete an error analysis for the five problems given at the station.
a. Copy the problem
b. If the problem is correct, put correct beside the problem and move to the next one.
c. If the problem is not correct, complete an error analysis.
Friday Aug 15th
Quiz
Materials: Whiteboards, Flash/USB Drives, English/Language Arts, Reading, Writing, Math, Middle