NCDPI AIG Instructional Resource: Background Information

Resource Title:

Abundant, Deficient, Perfect, and Weird Numbers

Subject Area/Grade Level (s):

Time Frame: 45 minute class

Math/6

Common Core/Essential Standard Addressed:

Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.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.
Common Core Standards for Mathematics
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.
Additional Standards Addressed: NA
Brief Description of Lesson/Task/Activity: This lesson is to be used during the unit in which students are
working with factors. The standards require that students work with common multiples and factors. This lesson
focuses on proper factors of a number and how they can be used to classify numbers.
Type of Differentiation for AIGs (include all that apply):
Acceleration
Adaptations for AIGs:

x Content

x Process

x Enrichment

x Extension

Product

Explanation of How Resource is Appropriate for AIGs: This lesson contains content that is not in the Common
Core curriculum. It is an extension lesson of using the factors of a number to classify it deficient, abundant, perfect
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Gifted Instructional Resources Project

AIG ~ IRP Academically and/or Intellectually

and in some cases weird. This lesson can be used for students who have mastered the general curriculum using
factors.
Needed Resources/Materials:

Abundant, Deficient, Perfect, and Weird Numbers worksheet

Sources: NA
TEACHER NOTES: NA
Answer key follows the student worksheet

NCDPI AIG Curriculum Resource Outline

STAGE ONE: ENGAGE
Students must have mastered the skill of factoring a number. Students must be able to complete the following type of
problem without difficulty.
Find all of the factors of 120.
Solution: 1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 20, 24, 30, 40, 60, 120
Students should be able to employ a problem solving strategy that allows them to find all of the factors. There is a
variety of methods students can use. Allow students to share their solution strategies and discuss the most practical
methods for factoring. They may need to be reminded that factors come in pairs.
STAGE TWO: ELABORATE
Depending on the group, the teacher can review the definitions and examples of a deficient, abundant, and perfect
numbers. Some groups may be able to do this on their own. Students can then complete the assignment
individually, in pairs, or in small groups.
STAGE THREE: EVALUATE
Students can be given an exit slip with the following questions:
Are the numbers 110 and 225 abundant, deficient, or perfect? How do you know?
The proper factors of 110 are 1, 2, 5, 10, 11, 22, 55 and the sum of the proper factors is 106. The number 110 is
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Gifted Instructional Resources Project

AIG ~ IRP Academically and/or Intellectually

deficient.
The proper factors of 90 are 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45 and the sum of the proper factors is 144. The number
90 is abundant.
TEACHER NOTES: After 70, the next weird number is 836.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Gifted Instructional Resources Project

AIG ~ IRP Academically and/or Intellectually