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ITBS/TAP: ISAT:

Analyze and interpret data in a chart, Understand and use methods of data

choose and apply appropriate problem collections and analysis using a chart

solving strategies and understand

number systems

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Materials

Math journals

Graph paper

Prepared chart

Warm-up Activity:

Have students fill in factors for each problem. Answers will vary.

2. ____ × ____ = 12 7. ____ × ____ = 5

3. ____ × ____ = 4 8. ____ × ____ = 2

4. ____ × ____ = 6 9. ____ × ____ = 10

5. ____ × ____ = 7 10. ____ × ____ = 11

1

Lesson:

Review terms product and factors. Product is the answer to a multiplication problem.

Factors are the numbers multiplied to find a product.

Introduce prime and composite numbers. A prime number is a number that has only 2

factors one and itself. A composite number has more than 2 factors. The number “1” is

neither a prime number nor a composite number because it has only 1 factor.

Provide students with a sheet of graph paper and a duplicate of the chart below:

Number of Prime or

Number column will be filled in at

Rectangles composite

another time.

1

2

3

4

5

6

7

8

9

10

11

12

Using the graph paper, have students draw as many rectangles as they can for each of the

numbers on the chart. Each rectangle should have a different shape and be neatly

colored. Make sure students understand that the rectangles and are the same

shape and are just rotated. Tell students that a square is also a rectangle (4-sided figure

with opposite sides equal). Have students record their findings on their charts.

Tell students to save their charts, or collect and store charts. They used in subsequent

lessons.

2

Example:

1 Number Prime or

Numb

2 of Composit

er 1 1 Neither

3 2 1 P

4 3 1 P

4 2 C

Discuss completed rectangles and charts. Have students name the prime numbers

through 12. (2, 3, 5, 7, 11) Ask students whether they identified one as prime or

composite. Their response should be “neither.” Ask why. (The number “1” has only

one factor)

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson

and no if they did not. If the answer is no, say: The statement is true, but it was not

heard in today’s lesson.

2. 8 is a composite number because it has more than two factors. (yes)

3. 1 is neither prime nor composite because it has only one factor. (yes)

4. An acute angle is less than 900 . (no)

5. A prime number has only two factors. (yes)

6. The first five prime numbers are 2, 3, 5, 7 and 11. (yes)

7. 200 + 80 + 3 is the expanded form of 283. (no)

8. The answer to a multiplication problem is called the product. (yes)

9. A composite number has more than two factors. (yes)

10. 4 quarts is equal to 1 gallon. (no)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Set Up

a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

3

Integration with Core Subject(s)

SS: Read and interpret maps, charts, tables, graphs and cartoons

Connection(s)

Enrichment: Have students find the prime numbers between 26 and 50.

Fine Arts:

Home:

Technology:

Assessment

Homework

Have students draw a chart like the one used in class for the numbers 13 to 25. Assign

students to use the remainder of the graph paper (or new sheet) to draw the rectangles for

13 to 25 and then complete the chart.

Teacher Notes

4

Six-Group Activity

Materials:

1 black marker

1 pencil

Prepare the following index cards and sample reteaching model. Use a black marker to

write the problems on the front of the index cards. Use a pencil to write the answers

(located in parentheses) on the back of the index cards.

3 3 28 2 4 20 1 2 16 7

(I) 2 (M) (I) (P) 4 (M) (P) 5 (M) (P) (I) (I)

4 4 8 21 2 3

3 4 6 7

3 8 4 9 10 1 2 21 5 2

6 (M) (I) (P) (I) (I) (P) 7 (M) (I) (P) (P)

5 16 10 8 6

4 3 6 6 5

Lay the study board on the table with a sample of each form of fraction. Explain to the

students that a proper fraction has a numerator which is less than the denominator.

1 3 1

( , , ) A proper fraction is less than all the parts the whole is divided into. The

3 6 20

value of a proper fraction is always less than one.

When the numerator is equal to or greater than the denominator, the fraction is improper.

An improper fraction is more than the total parts in the whole. The value of an improper

fraction is either equal to one or greater than one. A mixed number is a whole number

3 1 3

written next to a proper fraction: 1 , 2 , 10 .

5 2 5

Say: We are going to do an activity that calls for you to identify a fraction as P for

proper fraction, I for improper fraction, and M for mixed number. Lay one of the cards

on the table and give the students one to two minutes to write the answer. Turn the card

over and reveal the answer. (As you reveal the answer, say: The answer is……). Then

do this with the rest of the cards until completed.

Have students who have mastered this skill simplify the problem. If the problem cannot

be simplified, have the students write C for complete.

Copy this study board and use this to reteach this lesson.

5

Different Fractions

2 3

proper (P) 2 mixed (M)

6 6

5 5

, improper (I)

3 5

Show the students the model of different fractions and explain why they are different.

2

Example: is a proper fraction because the numerator is less than or smaller than the

6

5 5

denominator. and are improper fractions, because the numerator is greater than the

3 5

5 5

denominator ( ), or the denominator and numerator are the same ( ). A mixed fraction

3 5

3

is a fraction that has a whole number and proper fraction. 2 .

6

6

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Analyze and interpret data presented in Understand and use methods of data collection

appropriate problem solving strategies and and analysis using a chart

understand number systems

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Materials

Math journals

Charts from previous lesson and homework

Warm-up Activity:

1. Instruct students to define prime and composite numbers in their math journals.

2. List the prime numbers between 1 and 12.

Lesson:

Review the terms factors, product, prime, and composite. Have students take out their

charts from the previous lesson and homework. Tell students that they are going to list in

the blank column all the factors for each of the numbers 1 through 25. Have them write

Factors in the empty title box of the chart. Tell students that the factors are to be

separated by commas.

Tell students to write the factors of 2 (1 and 2) separating them using a comma (1,2).

7

Ask students for the factors of 3 (1 and 3) and write them on the chart. Have students

give the factors of 4 (1, 2 and 4). Ask how they will list the factors. (Only once. For

example 2 × 2 = 4. The 2 is listed with the factors only once.)

For larger composite numbers, students may find it easier to pair factors and then list

them in ascending order. For example, when listing the factors of 12 tell students to pair

them 1 × 12,

2 × 6 and 3 × 4. Then they could list them 1, 2, 3, 4, 6, 12.

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson

and no if they did not. If the answer is no, say: The statement is true, but it was not

heard in today’s lesson.

2. 6 and 9 are multiples of 3. (no)

3. One is neither prime nor composite. (yes)

4. In the fraction 3 , the 4 tells how many parts it takes to make up a whole. (no)

4

5. The factors of 6 are 1, 2, 3, and 6. (yes)

6. When writing the factors for a number list each factor only once. (yes)

7. A prime number has only 2 factors. (yes)

8. When listing the factors of 12, pair them, such as 1 × 12, 2 × 6, and 3 × 4. (yes)

9. The distance around a circle is called the circumference. (no)

10. Factors are the numbers multiplied to find a product. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on What

are Fractions as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

8

Integration with Core Subject(s)

Understand the meaning of words in context

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons

Sequence information, especially using time lines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Technology:

Assessment

Homework

Assign students to list the factors for the numbers 30 through 42.

Teacher Notes

9

Six-Group Activity

Materials:

15 index cards (5” x 7”)

1 pencil

1 envelope (9 ½” x 6 ½”)

Scissors

Glue

15 Activity Cards

Prepare the following index cards using scissors to cut out the activity cards included in

the pages that follow and glue each to an index card. On the opposite side of the cards,

write the answers using the pencil.

Note: For the cards with the pictures, have students write a fraction for the shaded part in

each figure.

2 5 6 6 2

4 12 8 10 7

2 5 2 3

1

5 7 5 12

4 1 50 6 6

12 12 100 8 24

Lay a card on the table and, when you show a picture card, say: Write a fraction for each

shaded card. When you show a word problem card, say: Write a fraction that describes

each situation. Turn each card over, saying: The answer is… … Do all cards the same

way. Allow time for each student to write an answer.

Use this study board to reteach the concept of fractions. Make a copy of this study

board.

10

What are Fractions?

A fraction is a number that names part of a whole or part of a group. A fraction has a

numerator which tells how many parts you have and a denominator that tells you how

many equal parts are in the whole.

2

Example: The fraction tells you that two parts of the figure are shaded. The whole

4

figure is divided into four equal parts.

3

1

Step 4. Write 1 as the numerator.

3

1 ⇐ numerator

The fraction is:

3 ⇐ denominator

11

Example 2. Write a fraction for the shaded part.

8

4

Step 2. Count the shaded parts.

4

Step 3. Write the fraction.

8

4

The fraction is: .

8

Tell the students they are going to do an activity that calls for them to identify parts of

fractions and use fractions that describe situations. Lay a card on the table and give

enough time for students to write the answer. When each student has had sufficient time

to decide on an answer, reveal the answer by turning the card over and saying: The

answer is... Do this for every card. Store this activity in the envelope.

12

Fraction Activity Cards

13

Fraction Activity Cards

14

Fraction Activity Cards

15

Fraction Activity Cards

16

Fraction Activity Cards

17

Fraction Activity Cards

18

Fraction Activity Cards

19

Fraction Activity Cards

20

Fraction Activity Cards

21

Fraction Activity Cards

22

A denominator is 4 times the numerator. The numerator is 12.

What fraction is this?

month of the year?

Mr. Brown ordered a large pizza with 8 slices and his family ate

6. Which fraction names the amount of pizza eaten?

time is 6 a.m.?

23

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Demonstrate understanding of measurement Demonstrate understanding of measurement

concept and apply measurement skills concepts and skills

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Materials

Math journals

Homework sheet

20 snap cubes (10 each 2 colors)

Warm-up Activity:

Prime or composite?

1) 12 4) 8

2) 11 5) 21

3) 13 6) 23

Write all of the factors for the following numbers. List each factor only one time.

7) 12

8) 19

9) 2

10) 14

24

Lesson:

Explain that a whole can be divided into equal parts, and that each equal part is called a

fraction. Draw the following figures on the board and ask students which figure is

divided into 3 equal parts. (B) Be sure students understand that equal parts means that

the parts are the same size.

A. B C.

Next draw a square on the board and have a student divide it into 4 equal parts. Possible

answers:

, , ,

This activity can be repeated by drawing rectangles and circles and having students

divide those figures into various equal parts on the chalkboard and in their math journals.

On the board, draw the chart with column headings only and have students copy chart in

their journals.

1 or one-half

2

1 or one third

3

Next, draw a rectangle with 2 equal parts under the heading Number of equal parts. Ask

students what each part is called. Write “ 1 or one-half” under the heading Fraction

2

name for each part. Have students copy this in their journals. Do the same for fourths,

fifths, sixths and eighths. Squares or circles can also be used.

Explain to students that with the exception of halves and thirds, all other fraction names

end with the letters th or ths.

Parts of a fraction. The top part of a fraction is called the numerator. The bottom part of

the fraction is called the denominator. The line separating the numerator and

denominator is called the fraction bar.

denominator

25

To help students remember which part is which, tell them that the words denominator and

down begin with the letter d. Therefore, the denominator belongs down on the bottom.

Next, explain that the denominator tells how many equal parts are present.

Write 1 , 2 , and 5 on the chalkboard. For each fraction ask: How many equal parts

4 3 7

does it take to make a whole? (4, 3, 7) How many equal parts that you have? (1, 2, 5)

How many more equal parts would you need to make a whole? (3, 1, 2)

Divide students into pairs. Give each pair 10 cubes each of 2 colors. In the absence of

cubes, any counters can be used as long as there are two different colors. Direct students

to take turns making the following trains. Have students make a train using 4 cubes of

one color and 1 cube of the other color. Ask: How many equal parts make up the whole?

(5) What fraction of the whole are the four cubes of one color? ( 4 ) What fraction of the

5

whole is the other cube? ( 1 ) Pull your demo apart and ask: 4 + 1 = ? (1) Have each

5 5 5

student in the pair make a train with 6 cubes of one color and 3 of the other color. Ask

the same questions as before.

Have students make several other trains and answer questions about them.

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson

and no if they did not. If the answer is no, say: The statement is true, but it was not

heard in today’s lesson.

2. Except for halves and thirds, all other fraction names end with the letters th or ths.

(yes)

3. In the fraction 3 , the 5 is the denominator. (yes)

5

4. A number being divided is called the dividend. (no)

5. The top part of a fraction is called the numerator. (yes)

6. The first place to the right of the decimal point is called the tenths place. (no)

7. The numerator tells how many parts of the whole there are. (yes)

8. If a whole is divided into 2 equal parts, each part is called one-half. (yes)

9. There are 3 feet in a yard. (no)

10. The denominator tells how many equal parts it takes to make up a whole. (yes)

26

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Set Up

as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Connection(s)

Enrichment:

Fine Arts:

Home:

Technology:

Assessment

27

Homework

1. 2. 3. 4. 5.

1 1 1 1 2 3 1 2 2 1 3 3

, , , , , , , ,

2 3 4 2 4 4 2 3 5 2 8 5

4 4 4

, ,

6 8 9

6. 7. 8. 9. 10.

Teacher Notes

28

Six-Group Activity

Fractions: Set-Up

Materials:

1 black marker

1 pencil

1 envelope (9 ½” x 6 ½”)

Prepare index cards with the following problems. Write the problems horizontally on the

index cards.

3 2 1 2 1 2 1 3 1

2 - 5 - 2 2 - 10 +5 2 +1

4 3 4 4 2 3 6 4 2

2 1 1 5 2 1 1 1 1

3 + +2 8 -2 6 -2 3 + 6 +3

4 3 12 9 3 9 3 3 10

2 2 2 3

2 5 2 10 2

3 4 3 4

3

- 1 1 1 1

4 -2 - +5 +1

4 2 6 2

2

3

4 5 1

8 6 3 6

1 9 9

1 1

3 2 1 + +3

-2 -2 3 10

1 3 3

+2

12

29

Copy this study board.

Example:

1 1

horizontal problem: 2 + 1

3 6

Rewrite the problem vertically.

Example:

1

2

3

vertical problem:

1

+1

6

Explain that the set up of a problem can help students solve the problem in an orderly

fashion. If the problem has the same denominator, there is no need to rearrange the

order; but if the denominators are different, it would make sense to write the problem

vertically to find the LCD.

Tell the students that you want them to risk writing the answers to these problems. Lay

one card on a flat surface and give the students one to two minutes to write the answer.

After the students have written the answer, turn the index card over and say: The answer

is…… Store this activity in the envelope.

30

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Demonstrate an understanding of measurement Demonstrate an understanding of measurement

concepts and skills concepts and skills

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Materials

Math journals

Warm-up worksheet

Warm-up Activity:

Distribute worksheet of figures on the next page. Have students divide the figures into

equal parts and then shade in the fractional amount listed below each figure. The first

figure has been divided for them.

31

Warm-up Worksheet

1. 2. 3. 4.

3 5 1 2

10 8 4 3

5. 6. 7. 8.

3 5 0 1

4 6 5 2

32

Lesson:

A fraction can show an equal part of a set. A set can be a group of objects, numbers, etc.

Draw the following on the board: . Ask: What part of

the figures are squares? (5 out of 8 figures are squares. Therefore, 5 of the figures are

8

squares.) Draw another set of figures and ask the same question. Ask the class how many

students are in the classroom. Ask a student what fraction of the class he/she is. Ask:

What fraction of the class girls?

What fraction of the class boys? What fraction of the class are the children in row 4?

Have students write the answers and /or questions in their journals. Check that students

understand that in today’s lesson the denominator represents how many objects are in the

set and the numerator represents how many are circled, shaded, etc.

Draw a set of objects on the chalkboard (hearts, squares, etc.) Have a student go to the

chalkboard and shade in a fraction of them. Have another student identify the amount

shaded. Repeat this several times.

In their math journals, have students draw eight squares and shade in 0 to 8 of them and

put a blank beneath them. Next, have students draw 6 triangles and shade in 0 to 6 of

them and put a blank beneath them. Then, have students exchange math journals with a

classmate. Tell them to write the fraction representing the shaded objects for both sets

and return the math journal to its owner. Instruct the owner of each math journal to then

determine if the fraction are correct.

Ten Statements

and no if they did not. If the answer is no, say: The statement is true, but it was not

heard in today’s lesson.

2. Three point seven is read three and seven tenths. (no)

3. The numerator is the top part of a fraction. (yes)

4. The fraction bar separates the numerator and denominator. (yes)

5. There are eight squares and 3 of them are red. 3 is the fraction that would show this.

8

(yes)

6. A fraction can show a part of a set. (yes)

7. The formula for area is length times width. (no)

8. The denominator is the bottom part of a fraction. (yes)

9. A hexagon is a polygon with 6 sides. (no)

10. A set can be a group of objects, numbers, etc. (yes)

33

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Writing

Fractions as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Connection(s)

Enrichment:

Fine Arts:

Home:

Technology:

Assessment

Homework

Have students draw a set of 8 objects. Tell them to shade in 0 to 8 of them and to write a

fraction to show the amount shaded.

Teacher Notes

34

Six-Group Activity

Materials:

1 pencil

10 Fractions Activity Cards

Scissors

Glue

1 envelope (9 ½”x 6 ½”)

Prepare the following index cards by cutting out the activity problems and gluing them to

the index cards. Use the pencil to write the answer on the back of each card.

Note: Write a fraction for each of the parts described on each card.

Answers:

9 7 3 60 3 3

=

16 12 5 100 5 4

120 4 77 1,451 5 23

=

150 5 280 2,000 12 36

Instruct the students to write the answer to the card. After they have written the answer,

reveal the answer by turning the card over and saying: The answer is ... ... Allow

students time to complete the problem.

Use the same study board from What Are Fractions? to reteach students.

Lay a card on the table and say: Write a fraction for each of the parts described on each

card. Give the students time to write the answer before revealing the answer and saying:

The answer is … … Store all materials from this activity in the envelope.

35

Fraction Activity Cards

fraction of a pound?

days. What fraction of the work week was he sick?

36

There are 100 centimeters in a meter. 60 centimeters

is what fraction of a meter?

fraction of a gallon?

What fraction of his week’s pay has he spent?

37

Madge has typed 77 pages of a report that contains

280 pages. What fraction of the report has she

typed?

what fraction of a ton?

of a foot?

38

A yard contains 36 inches. 23 inches is what

fractional part of a yard?

39

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Apply estimation strategies Use mathematical skills to estimate and judge

Demonstrate understanding of measurement reasonableness of results

concepts Demonstrate understanding of measurement

concepts and skills

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Materials

Math journals

Optional transparency for lesson

Warm-up Activity:

Put the following on the chalkboard or a transparency or handout and have students

complete them.

1. 2. 3. 4. 5.

40

What fraction of each set is circled?

rrrrrr #### $$$ ^^^ %

%

rrrrrr #### $$$

___________ _______ ________ ________

_______

Lesson:

Review factors, product, prime and composite numbers, listing factors, parts of a fraction,

and definition of a fraction as part of a set for the test next class session. Use notes and

lessons from the previous four class sessions.

Tell students that since the figure is not divided into equal parts that the shaded portion

must be estimated. Ask if the shaded portion is about 1 , 1 , or 1 . ( 1 ) If students have

4 3 2 3

difficulty with this, show 1 and 1 on the figure.

4 2

,

4 2 3 2

41

Draw a circle and shade half of it. Draw the following circles below it:

Ask how much of these circles are shaded: less than 1 , or more than 1 or equal to 1 ?

2 2 2

8

draw the following rectangles:

Ask students to determine whether the shaded areas for each are more than 5 , less than 5

8 8

or equal to 5.

8

Draw a line dividing it into 3 equal parts and label the parts 0, 1 , 2 and 1. Have students

3 3

copy. Next, put an x above the 2 mark.

3

0 1 2 1

3 3

42

1

Ask students if 2 is closer to 0, or 1. ( 1 ) They will not see 1 on the line and may

3 2 2 2

1

have difficulty. Ask them where would be. (Halfway between 1 and 2 .) Indicate, if

2 3 3

1

desired, on the line or have a student do it. Have students copy the following number

2

line from or on the chalkboard.

0 2 4 1

6 6

6 2

Write the following on the chalkboard or a transparency can be previously prepared and

used. Tell students that they can estimate with fractions to tell if a statement makes

sense. If the following statements do not make sense, tell students to indicate why they

do not.

1. In Taylor’s class, 2 of the students are girls and 1 are boys. (Does not make sense)

3 2

2. There are 8 pieces of candy in a bag. If 4 pieces are eaten, 1 of the candy is left.

2

3. Betty is using a recipe that makes 6 servings. Only 5 people will be eating.

Therefore, Betty makes 5 of the amount given by using 5 of each of the ingredients.

6 6

4. Kevin and Bob collected rocks for 3 of an hour. They started at 12:00 p.m. and quit

4

at 1:45. (Does not make sense.)

Ten Statements

and no if they did not. If the answer is no, say: The statement is true, but it was not

heard in today’s lesson.

3 2

2. If a figure is not divided into equal parts, it can be estimated. (yes)

3. A right angle is an angle that forms a square corner. (no)

4. We can estimate with fractions to determine if a statement makes sense. (yes)

5. A prime number has only 2 factors. (yes)

6. The top part of a fraction is called the numerator. (yes)

7. A decimal point is a dot used to separate the ones digit from the tenth digit. (no)

8. Factors are the numbers multiplied to find a product. (yes)

9. A line segment is a part of a line with two endpoints. (no)

10. A composite number has more than 2 factors. (yes)

43

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Prime

Factorization as a teacher directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Connection(s)

Enrichment:

Fine Arts:

Home:

Technology:

Assessment

Student responses during lesson, Warm-up activity and Ten Statements Review

Homework

Teacher Notes

44

Six-Group Activity

Materials:

1 pencil

1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using the black marker to write the problems on the

front of the cards. Use the pencil to write the answers on the back of the cards.

25 88 43 96 64

30 85 57 78 45

Answers:

2x3x5 5 x 17 3 x 19 2 x 3 x 13 3x3x5

Have students write the factor tree for each number. Show one card at a time and give

immediate feedback by turning the card over and revealing the answer. Say: The answer

is…

Prime Factorization

A prime number has exactly two factors, 1 and the number itself. Example: 13 is a

prime number. It has only 1 and 13 as factors.

A composite number has more than two factors. A composite number may be written as

the product of prime numbers.

45

Example: Find the prime factorization of 70.

70

Step 1. Factor 70. 7 × 10 = 70

7 × 10

Step 2. Factor 10; 7 cannot be factored. 5 × 2 = 10

5× 2

The prime factorization of 70 is 7 × 5 × 2 .

Write the prime numbers in order from least to greatest. Check to see if the product is 70.

2 ×5×7

The numbers 0 and 1 are neither prime nor composite. 0 has an endless number of

factors. 1 has only one factor, itself.

Use these numbers to practice prime factorization with students before you give them the

activity. 25, 44 and 92 (Answers: 5 × 5; 2 × 2 × 11; 2 × 2 × 23 )

Tell the students that they are going to do an activity on finding the prime factorization of

a number. When you lay a card on the table, have the students write the prime

factorization of that number. After they have finished, turn the index card over and

reveal the answer, saying: The answer is … …. Store this activity in the envelope.

46

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Demonstrate understanding of measurement Demonstrate understanding of measurement

skills skills

Apply estimation strategies Use mathematics skills to estimate and judge

reasonableness of results

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Formal assessment

Materials

Prepared test

47

Test

1) 24 ________

2) 9 ________

3) 11 ________

4) 21 ________

5) 23 ________

List all of the factors for each of these numbers. Write them from least to greatest.

6) 7 ___________________ 7) 14 _____________________

8) 8 ___________________ 9) 12 _____________________

Using the words in the word box, complete the following sentences.

WORD BOX

Numerator Composite

Factors Product

Fraction bar Fraction

Prime Denominator

Two One

11) The line separating the denominator and the numerator is called the

____________________.

13) When a whole is divided into equal parts, each part is called a

____________________.

48

What part is shaded?

2

26) Is the shaded area less than 1 , more than 1 , or equal to 1 ? Write less, more or

2 2 2

equal.

_______________

4

7

29) You have 5 of an apple. What fraction of the apple would you need in order to have

6

a whole apple?

a) Draw a shape.

b) Divide it into equal parts.

c) Shade as many of these parts as you wish.

d) On the line below the box, write a fraction to show how many parts are shaded.

31) Draw a set of objects. Shade in as many of the objects as you wish. Write a fraction

to show how many objects you did not shade.

49

Ten Statements

and no if they did not. If the answer is no, say: The statement is true, but it was not

heard in today’s lesson.

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Homework

50

Teacher Notes

Answer Key to Test:

Problems 1-29 are worth 3 points each. Problems 30 and 31 are worth 6 points each, 3

points for drawing and shading and 3 points for writing the fraction.

1) C

2) C

3) P

4) C

5) P

6) 1, 7

7) 1, 2, 7, 14

8) 1, 2, 4, 8

9) 1, 2, 3, 4, 6, 12

10) Composite

11) Fraction bar

12) Product

13) Fraction

14) Factors

15) Denominators

16) One

17) Prime

18) Numerator

19) 4

6

20) 0

2

21) 7

10

22) 5

9

23) 1

2

24) 1

25) 0

26) Less

27) Possible answer

28) 5 out of 7 diamonds must be shaded.

29) 1

6

30) Answers will vary.

31) Answers will vary. Make sure their fraction is for the unshaded portion of their

drawing.

51

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