It’s Thursday already. \u00a0Jeeeeeez<\/p>\n
This morning we finished up some notes on multiplication and division. \u00a0We talked at length about how they are the inverse of each other, and the vocabulary used with both.<\/p>\n
Then we started talking about how to find the factors of a number. \u00a0We know that a factor times a factor gives us a product. \u00a0So a factor is one of two numbers that when multiplied, will give us our original number.<\/p>\n
a (factor) \u00a0x \u00a0 b (factor) \u00a0 = \u00a0 \u00a0c (product)<\/p>\n
<\/p>\n
So for instance, the factors of 12 are…..<\/p>\n
1, 2, 3, 4, 6, 12<\/p>\n
because….<\/p>\n
1 x 12 = 12<\/p>\n
2 x 6 = 12<\/p>\n
3 x 4 = 12<\/p>\n
<\/p>\n
We then went on to talk about common factors. \u00a0In this case we are given two numbers, and we are trying to find all of the factors that the two numbers have in COMMON.<\/p>\n
So if we were given the numbers 4 and 10, the common factors would be 1 and 2 only. \u00a0This is because these are the only two factors that 4 and 10 have in common. \u00a0We can see this by making a list of each number’s factors.<\/p>\n
Factors of 4: 1, 2, 4<\/p>\n
Factors of 10: 1, 2, 5, 10<\/p>\n
Tonight for homework, students have a list of 10 pairs of numbers. \u00a0They should find the common factors for each pair. \u00a0They are:<\/p>\n
1. 7 and 24
\n2. 16 and 48
\n3. 32 and 64
\n4. 11 and 95
\n5. 27 and 35
\n6. 58 and 20
\n7. 100 and 10
\n8. 36 and 48
\n9. 2 and 3568
\n10. 12 and 1,456,374<\/p>\n
Number 9 and 10 are thinking problems! \u00a0Don’t kill yourself making it more difficult than it is. \u00a0For example in number 9, the only two factors of 2 are 1 and 2, so the only POSSIBLE common factors for 2 and 3568 are 1 and 2. \u00a0So you just have to check them with 3568……<\/p>\n
<\/p>\n
In Language Arts we talked more about our Goldilocks stories. \u00a0The students did a MUCH better job coming up with “why I did it”s last night, and we started re-writing our stories using these ideas.<\/p>\n
Tonight students should finish their re-write up until the point where they fall asleep. \u00a0They are WELCOME to make changes to the story to fit with their new ideas, and I look forward to reading these this weekend!<\/p>\n
<\/p>\n
Finally, we went outside and we have TONS of new growth. \u00a0It is fantastic. \u00a0I asked students to “pick one of your vegetables to start measuring its growth!”, and one student only heard the “pick one of your vegetables”, so we had a bit of a pre-mature picking of a cucumber. \u00a0That was fine though, because we chopped that little thing into 24 little pieces, and we all got our first little taste of our garden. \u00a0It was great!<\/p>\n
<\/p>\n
<\/p>\n
so, tl;dr<\/p>\n
10 common factor problems<\/p>\n
1. 7 and 24
\n2. 16 and 48
\n3. 32 and 64
\n4. 11 and 95
\n5. 27 and 35
\n6. 58 and 20
\n7. 100 and 10
\n8. 36 and 48
\n9. 2 and 3568
\n10. 12 and 1,456,374<\/p>\n
<\/p>\n
re-write goldilocks story using new ideas and motive for breaking and entering!<\/p>\n
cucumbers are delicious!<\/p>\n
<\/p>\n
Have a good one,<\/p>\n
<\/p>\n
-Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":"
It’s Thursday already. \u00a0Jeeeeeez This morning we finished up some notes on multiplication and division. \u00a0We talked at length about how they are the inverse of each other, and the vocabulary used with both. Then we started talking about how to find the factors of a number. \u00a0We know that a factor times a factor … Continue reading Homework Oct 23 (Thurs)<\/span>