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Activator

Activator. (1) Take out your H.W. and packet. (2) Calculate Mentally: no talking, no writing, no air writing, no calculators: 63-44. Objective:. I will be able to generate rules for adding and multiplying even and odd numbers and apply the divisibility rules.

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Activator

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  1. Activator • (1) Take out your H.W. and packet. • (2) Calculate Mentally: no talking, no writing, no air writing, no calculators: • 63-44

  2. Objective: I will be able to generate rules for adding and multiplying even and odd numbers and apply the divisibility rules. So I can apply this knowledge to work with factors and multiples. I will show I know it when I can determine whether my answer is even or odd or is divisible by a number in at least 4 mathematical problems. 6.NS.B.4

  3. Language Objective • By the end of the lesson, students will be able to use all four language domains of listening, speaking, reading and writing. • Through an oral discussion, students will use academic “math language” vocabulary like even, odd, divisibility, factors and multiples as they work to solve the math problems. They will show their understanding by writing the proper math language vocabulary and completing the problems correctly. • Academic “Math Language” Vocabulary • Even, odd, divisibility, factors, multiples, factor tree

  4. Lesson 16 What is an even number? • An integer that can be evenly divided by 𝟐. • A number whose unit digit is 𝟎, 𝟐, 𝟒, 𝟔, or 𝟖 • All the multiples of 𝟐

  5. Lesson 16 What is an oddnumber? • An integer that CANNOT be evenly divided by 𝟐. • A number whose unit digit is 𝟏, 𝟑, 𝟓, 𝟕, or 𝟗 • All the numbers that are NOT multiples of 𝟐

  6. Generalized rules • Adding: • The sum of two even numbers is even. • The sum of two odd numbers is even. • The sum of an even and an odd number is odd. Multiplying: • The product of two even number is even. • The product of two odd numbers is odd. • The product of an even number and an odd number is even.

  7. Lesson 16 Exercise 1 (Pg. 75)

  8. Lesson 16 Exercise 1 (Pg. 75)

  9. Exercise 2 pg. 75 • 2. Why is the sum of two odd numbers even? • a. Think of the problem 11 + 15. Draw dots to represent each number.

  10. b. Circle pairs of dots to determine if any of the dots are left over. • c. Is this true every time two odd numbers are added together? Why or why not?

  11. Pg. 78 #1 and 2 • 346 + 721 • This will be odd • It is odd because it is the sum of an even number and an odd number • 4690 x 141 • The product will be even • It is even because an even times and odd is an even number

  12. Lesson 16 Students work in groups to work on p. 78 #s3-5. (5 minutes)

  13. Lesson 16 How do you feel? topic.

  14. Check-in (in notebook) Lesson 16 Determine whether each sum or product will be evenor odd. 1. 56,426 + 17,895 = evenorodd 2. 317,362×129,324 = evenorodd

  15. Factor Tree

  16. Lesson 17 Discussion pg. 80

  17. Problem Set 1–5 (10 minutes) pg. 84 • You may work with partners or individually to complete the exercises.

  18. Ticket-to-go (on sticky note) Explain why 186,426 is divisible by both 3 and 9. The number 186,426is divisible by both 3 and 9 because the sum of the digits is 27, which is divisible by both 3 and 9.

  19. Lesson 16-17 Problem Set on Page 82

  20. Accommodations • Read or reread presentation or activity directions, as needed • or after prompting • Use examples to model and act as a guide for emerging learners

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