[ Generate Factor Pairs]  [Need graph paper?]

10-15-2001  
1. .................2. .................3. .................
4. .................5. .................6. .................

OBJECTIVE: FACTOR PAIRS: *To recognize that factors come in pairs; *To visualize and represent a factor pair as the dimensions of a rectangle with the given number as its area; *To determine whether a number is PRIME or COMPOSITE, EVEN or ODD, and SQUARE or NONSQUARE based on its FACTOR PAIRS; *To develop an informal sense of how many factors must be checked to be sure all the factors of a number have been found. ACTIVITIES: Finish walk-through on investigation 3.3. Do P30 Applications 10-15 on Notes papers NOTES: HOMEWORK: Page 33, 28-30. For problem number 30 select one from the following numbers 910 918 920 987 960

10-16-2001
1. =Pr3.3Note+10-15.2. -HW P33 28-30....3. .................
4. .................5. .................6. .................

OBJECTIVE: see 10-15 ACTIVITIES: Do page 35, 1-3 (Mathematical Reflections) NOTES: Students need completed copies of Mathematical Reflections from pages 16, 25 and 35 as well as an update fo the Unit Project from Page 5. These 4 items are due on Friday, The reflections in ink or typed, the collected notes for the Unit Project. HOMEWORK: Start on Friday Papers (Distribute Check List)

10-17-2001
1. .................2. .................3. .................
4. .................5. .................6. .................

OBJECTIVE: See 10-15; WASL Preparation-Basic Operations. ACTIVITIES: Students with basic math operations will continue with Investigation 3 additional practice (handout). Remainder of students will continue the Subtraction and Long Division Review with possible diagnostic worksheets. NOTES: HOMEWORK: 1) 7060-4392 and 365÷17 (no Calculators)

10-18-2001
1. =AP Inv. 3 1-7...2. =HW div/subtr 2..3. =Notebook Chk....
4. .................5. .................6. .................

OBJECTIVE: ACTIVITIES: Check for notebook/book cover requirement. Project/catch-up workday. NOTES: HOMEWORK:

Investigation 3

1.Alicia has made a rectangle using 24 square tiles. If she adds 
   the length and width of     her rectangle together, she gets 11. 
   What are the length and width of Alicia's rectangle?  Explain 
   your reasoning.

2.	Jennifer has made a rectangle from 48 square tiles. If she 
   adds the length and width of    her rectangle together, she 
   gets a prime number. What are the length and width of 
   Jennifer's rectangle? Explain your reasoning.
3.	List	all the factor pairs for each of the following numbers.

	a.	56	b.	42	c.	31
	d.	80	e.	75	f	108
	g.	225	h.	48	i.	49

4.	Phillip is thinking of a number that is less than 20 and has
   three factor pairs. Philip says that if he adds the factors in 
   each factor pair, he gets 19, 11, and 9. What is Philip's
   number? Explain how you found your answer.

5.	Sketch all the rectangles that can be made with 36 square
   tiles. Use your rectangles to write down all the factor pairs
   of 36.

6.	In each of the rectangles below, only the tiles along the 
   length and width are shown. For each rectangle, tell how
   many square tiles it would take to make the rectangle.

7. You can model an even number with a rectangle made
  of two identical rows of tiles. So, 10 would be 2 rows of 
   5 tiles. You can model an odd number with two rows of
  tiles in which one row has one more tile than the other row 

10-19-2001
1. -MathReflect x3..2. =Unit Prjct Chk..3. .................
4. .................5. .................6. .................

OBJECTIVE: Unit 4 #To recognize situations in which finding factors and multiples of whole numbers will be helpful in answering questions #To observe and reason using patterns of factors and multiples #To use properties of factors and multi-ples to explain some numerical facts about everyday life ACTIVITIES: Collect final copies of the Math Reflections/journal entries. Collect/Check Unit project progress. NOTES: Catch up and overview of Unit 4. HOMEWORK:

---

Unit Project

From the text... Many people have a number they find interesting. Choose two whole numbers between 10 and 100 that you especially like. In your journal record your numbers explain why you chose those numbers list three or four mathematical things about your numbers list three or four connections you can make between your numbers and your world As you work through the investigations in Prime Time, you will learn lots of things about numbers. Think about how these new ideas apply to your special numbers, and add any new information about your numbers to your journal. You may want to designate one or two "special number" pages in your journal, where you can record this information. At the end of the unit, your teacher will ask you to find an interesting way to report to the class about your special number. Your Unit Project must include the following categories of information: (as they apply to your special number) factor common factor common multiples product prime composite even odd exponent Fundamental Theorem of Arithmetic.

When you see this mouse click it for more information!

---

Possible Extra Assignment...

TE124#7 You can model an even number with a rectangle made of two identical rows of tiles. So, 10 would be 2 rows of 5 tiles. You can model an odd number with two rows of tiles in which one row has one more tile then the other row. For example, 11 would be a row of 5 tiles and a row of 6 tiles. Use this idea to help you make and justify CONJECTURES about whether each result will be odd or even: a) an even number times an even number b) an even number times an odd number c) an odd number times an odd number.