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# Factor Game

Lesson 1 of 10

## Objective: SWBAT develop their knowledge of factors.

*45 minutes*

#### Vocabulary Review

*5 min*

I will review the following vocabulary words with students before playing the game. They will write the definitions in their notebooks for future reference. I will encourage students to use these words while playing.

Factor - numbers you can multiply together to get another number

Ex. 2 and 3 are factors of 6

Proper Factors - all the factors of that number, except the number itself.

Ex. The proper factors of 18 are 1, 2, 3, 6, and 9.

Relatively Prime - two or more numbers that have only the number 1 as a common factor

Ex. 8 and 15 have a common factor of 1

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#### Directions

*15 min*

I will explain the directions to students. Since the directions can be confusing, it is important to play a game with students. I will play a game competing with the class, which students get very excited about. I will select random students to choose numbers and factors. As we play, students may make mistakes and have questions that will help clarify the game. After we have played a game together, I will pair students together to play against one another.

- Player A chooses a number on the game board (Factor Game Board.docx) and circles it.

- Using a different color or shape, Player B finds all the proper factors of Player A's number. The proper factors of a number are all the factors of that number, except the number itself. For example, the proper factors of 12 are 1, 2, 3, 4, and 6. Although 12 is a factor of itself, it is not a proper factor.

- Player B chooses a new number, and Player A finds all the factors of the number that are not already circled.

- The players take turns choosing numbers and finding factors.

- If a player choses a number that has no factors left that have not been circled, that player loses a turn and does not get the points for the number colored.

- The game ends when there are no numbers remaining with uncolored factors.

- Each player adds the numbers that are circled with his or her color. The player with the greater total is the winner.

#### Resources

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#### Notes for Student Play

*20 min*

I will make sure I circulate to students as they play the game ensuring that:

1. students are using the vocabulary correctly

2. students are working well together

3. students are following directions

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#### Lesson Review

*5 min*

After students have played a couple of rounds of the Factor Game, we will discuss the game. Students may have developed strategies and noticed some numbers were better choices than others. I will ask students the following questions:

Are some numbers better than others to choose for the first move in the Factor Game?

What was the best first move? Why?

Which first move would make you lose your next turn? Why?

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##### Similar Lessons

Environment: Urban

Environment: Urban

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry

- LESSON 1: Factor Game
- LESSON 2: Prime Factorization of Numbers
- LESSON 3: Greatest Common Factor
- LESSON 4: Least Common Multiple
- LESSON 5: GCF and LCM Project, Day 1
- LESSON 6: GCF and LCM Project, Day 2
- LESSON 7: GCF and LCM Project Gallery Walk
- LESSON 8: GCF and LCM Word Problems
- LESSON 9: Distributive Property Using the GCF
- LESSON 10: GCF and LCM Quiz