In order to master the standard involving solving factor pairs, students were given a portion of a shuffled set of note cards with numbers ranging from 50-100. I divided the cards all up among my desk groups and piled them face down. I told them that the person in their group with the most pets would be the first to draw a card. They were to solve the factor pairs for that card that was drawn. The first person done accurately would win. One person on the team was appointed the 'checker." They would log onto Had 2 Know Factor Pair Calculator and check the factor pairs for accuracy.Their work had to be shown in their notebooks.
This was a lot of fun! We have been working with factor pairs since the beginning of the year and I keep looking for different ways to keep them engaged with factor pairs. I think they are starting to see the results showing in their more fluent multiplication skills.
I let them play for about ten minutes.
Work in notebooks looks like this:
5 x 7
I have them try each possible factor and consider each in this organized fashion. If numbers are larger and they don't know if for example: 4 x something is 64. I expect them to divide, show their work and prove it. When they find there are doubles or the commutative pair, they know to stop. Other logic is starting to emerge as they develop this number sense.
After the quizzes were passed out, I turned to the white board for one last review on what word problem strategies could be used. We listed the usual dissecting strategy, KWS- What do we know?; What do we want to know? ; and, How do we solve?/What is our situation equation?
Drawing pictures was also on the list of strategies and I told them I expected to see each of them with drawings and labels! This high expectation supports the rigor of Common Core, as I expect them to prove their work.
This quiz is very challenging! They are exposed to several different types of perimeter and area problems. The blue spruce problem # 4 I think is especially challenging, but students can solve it using drawings.