7th+Grade+Math+Day+8

[7th Grade] [7th Grade Assignment Sheets] Geography] Language Arts] Math] Physical Science] Math Unit Plan] Day 1] 2] 3] 4] 5] 6] 7] [8] 9] 10]

Algebra Factoring 7th grade – Mrs. DeGraaf
 * Subject **
 * Topic **
 * Grade Level **

Focus attention/motivation: 5 minutes Instructional input and modeling: 20 minutes Student engagement/practice: 15 minutes Closure: 5 minutes
 * Time Frame **

The overall goal of this lesson is to connect yesterday’s lesson on divisibility rules and build on that lesson to learn factoring.
 * Overall Goal/ Purpose **


 * State Standards: **
 * 6.B.3b **Apply primes, factors, divisors, multiples, common factors and common multiples in solving problems.

The students will be able to write the prime factorization of a number. 1. Chalkboard/whiteboard 2. Index cards labeled with composite numbers or the corresponding prime factorization.
 * Instructional Objectives/Discoveries: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials **

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Focus Attention/Motivation: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will ask the students, “What did we learn yesterday? What did we discover?” The students will recall the lesson on the divisibility rules and the difference between a prime and composite number. I will state, “Today we are going to learn about prime factorization.” I will then have the students write in their algebra notebook the definition of: 1. Prime factorization
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedures **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Instructional Input & Modeling: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

I will have the following steps on the white board, and the students will write these notes in their algebra notebook: 1. Write the number to be factored= 40 2. Choose any two factors of 40= 5x8 3. Continue until each branch ends in a prime factor= 5x2x2x2 4. The prime factorization of 40 is 5x2x2x2

1. Write the number to be factored= 72 2. Choose any two factors of 72= 8x9 3. Continue until each branch ends in a prime factor= 2x2x2x3x3 4. The prime factorization of 72=2x2x2x3x3

I will a few more problems on the white board. I will have different students come up to do each step.

1. Write the number to be factored= 63 2. Choose any two factors of 63= 7x9 3. Continue until each branch ends in a prime factor= 7x3x3 4. The prime factorization of 63=7x3x3

1. Write the number to be factored= 110 2. Choose any two factors of 110= 11x10 3. Continue until each branch ends in a prime factor= 11x5x2 4. The prime factorization of 110=11x5x2

Then I will have the students write the following notes from the smart board in their notes as I go over them orally:

Writing Prime Factorization with Exponents Write the prime factorization of each number with exponents. 1. 24=2x2x2x3 2. 2 to 3rd power 2 appears 3 times The prime factorization of 24 is 2 to 3rd power x 3.

Students will do these problems with me in their notebook: The Arctic Circle is 66 degrees north and the Antarctic Circle is 66 degrees south. Do the prime factorization of 66. (cross-curricular with social studies)

The meridians of longitude are 20, 40, 60, 80 degrees east and west. Do the prime factorization for each of these numbers. Label each number as prime or composite. (cross-curricular with social studies)

1. After the notes and teaching time, each student will get an index card with either a composite number or the prime factorization of a composite number. They will have five minutes to find their match. They may use scratch paper to figure out which answer (match) they need to pair up. When everyone has paired up, we will check to see if the matches are correct. 2. I will pass out z20 #1-25. 3. Then, I will break them up into groups of three to get started on the exercises on pg. z20.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student Engagement/Practice: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

Closure: Students will be instructed to finish the work at home. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will be using 3 different assessments in this lesson. I will use the predicting and asking the students if they remember doing the divisible rules yesterday as my pre-assessment in the beginning of the lesson to see where the students are at. I will use observations and examples on the smart board to see where students are at during the lesson. My final assessment will be when the students do the matching activity and work in groups to solve the problems.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Assessment **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The students who are having trouble will be grouped with me at the back table if needed or I will be walking around to offer assistance. Multiplication charts can be used if needed.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The successful students will have the opportunity to do problem #26. In this problem, they need to make three different factor trees for the number 60. They need to show that each factor tree gives the same prime factorization.