###### Sunnyvale

###### February 27, 2021, 6:05:00 PM

###### Saturday

###### Level 3

## Mr. Rodney

### Target 1

###### Lesson Type:

New

Number Operation

:

Computation

Multiply within 100.

###### Supporting targets:

###### 1:

Understand that the same quantity can be group in multiple ways, creating different multiplication equations.

###### 2:

Understand that multiplication represents the combination of equal groups of objects.

###### 3:

Interpret products of whole numbers as the total number of objects arranged into equal groupings.

###### 4:

Understand that multiplication can be represented with arrays, repeated addition, and skip counting.

###### 5:

###### Grade:

3rd

###### Vocabulary:

Factor, Product, Multiply

Activities:

- Given a product within 100, students listed all of its possible two-factor equations.
- Took the list of equations for each product and sorted the factors from least to greatest.
- Studied the list of factors and noticed patterns of how to ensure the list is complete.
- For example, when two adjacent factors can be used to make the given product or when you reach a factor that is multiplied by itself to get the product, the 2nd half of the list should be the corresponding factor pair of the 1st half.
- Students noticed that some products had many factors and pairings while other numbers only had two, 1 and itself.

### Home Exploration

###### Challenge Problem:

Make a list of the multiplication problems you can make (using 2 whole numbers only). Then rewrite the factors in a list, sorting them from least to greatest.

###### Challenge Data:

1) 9

2) 21

3) 37

4) 40

5) 48

6) 64

###### Guiding Questions:

If you're unsure if a number is a factor of a larger number, you can try skip counting by that number to check.

- In class, we practiced writing our equations using the smaller factor first to help us keep track of the equations we already used. This also helped us when listing out the factors from least to greatest.

###### Challenge Answer:

1) 9= 1x9, 3x3

Factors of 9: 1, 3, 9

2) 21= 1x21, 3x7

Factors of 21: 1, 3, 7, 21

3) 37= 1x37

Factors of 37: 1, 37

4) 40= 1x40, 2x20, 4x10, 5x8

Factors of 40: 1, 2, 4, 5, 8, 10, 20, 40

5) 48= 1x48, 2x24, 3x16, 4x12, 6x8

Factors of 48: 1, 2, 3, 4, 6, 8, 12,16, 24, 48

6) 64= 1x64, 2x32, 4x16, 8x8

Factors of 64: 1, 2, 4, 8, 16, 32, 64

## Absent Students:

### Target 2

###### Lesson Type:

###### New

###### Number Operation

###### Computation

###### Divide within 100.

:

###### Supporting targets:

###### 1:

Understand that dividing numbers makes numbers smaller.

###### 2:

Understand that division represents taking a quantity and determining how many equal groups of objects can be made.

###### 3:

Understand there are multiple ways to divide a multi-digit number.

###### 4:

###### 5:

###### Grade:

4th

###### Vocabulary:

Factors, Prime Numbers, Composite Numbers

Activities:

In tandem with the first target, students further explored number classification.

Learned that all whole numbers (with the exception of 0), can be classified as prime or composite.

Guessed whether numbers 1-50 were prime or composite.

Given separate lists of prime and composite numbers, attempted to find patterns and rules.

Discovered that there are a lot less prime numbers than composite and that 2 was the only even prime number.

Students chose 3-4 numbers from each list and wrote down the factors for them, noticing that prime numbers only have 2 factors: 1 and itself.

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 3

###### Lesson Type:

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######

:

###### Supporting targets:

###### 1:

###### 2:

###### 3:

###### 4:

###### 5:

###### Grade:

###### Vocabulary:

Activities:

### Home Exploration