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Lesson 22 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM NYS COMMON
4
Lesson 22: Find factor pairs for numbers to 100 and use understanding of factors to define prime and composite.
Date: 8/28/13 3.F.10
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Record the factors of the given numbers as multiplication sentences and as a list in order from least to greatest. Classify each as prime (P) or composite (C). The first problem is done for you.
Multiplication Sentences Factors P or C
a. 4 1 × 4 = 4 2 × 2 = 4
The factors of 4 are: 1,2, and 4
C
b. 6 The factors of 6 are:
c. 7 The factors of 7 are:
d. 9 The factors of 9 are:
e. 12 The factors of 12 are:
f. 13 The factors of 13 are:
g. 15 The factors of 15 are:
h. 16 The factors of 16 are:
i. 18 The factors of 18 are:
j. 19 The factors of 19 are:
k. 21 The factors of 21 are:
l. 24 The factors of 24 are:
Lesson 22 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM NYS COMMON
4
Lesson 22: Find factor pairs for numbers to 100 and use understanding of factors to define prime and composite.
Date: 8/28/13 3.F.11
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
2. Find all factors for the following numbers and classify as prime or composite. Explain your classification of each as prime or composite.
3. Bryan says all prime numbers are odd numbers. a. List all of the prime numbers less than 20 in numerical order.
b. Use your list to show that Bryan’s claim is false.
4. Sheila has 28 stickers to divide evenly among 3 friends. She thinks there will be no leftovers. Use what you know about factor pairs to explain if Sheila is correct.
Factor Pairs for 25
Factor Pairs for 28
Factor Pairs for 29
Lesson 22 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 22: Find factor pairs for numbers to 100 and use understanding of factors to define prime and composite.
Date: 8/28/13 3.F.12
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
Record the factors of the given numbers as multiplication sentences and as a list in order from least to greatest. Classify each as prime (P) or composite (C).
Multiplication Sentences Factors Prime (P)
or
Composite (C)
a. 9 The factors of 9 are:
b. 12 The factors of 12 are:
c. 19 The factors of 19 are:
Lesson 22 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 22: Find factor pairs for numbers to 100 and use understanding of factors to define prime and composite.
Date: 8/28/13 3.F.13
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Record the factors of the given numbers as multiplication sentences and as a list in order from least to greatest. Classify each as prime (P) or composite (C). The first problem is done for you.
Multiplication Sentences Factors P or C
a. 8 1 × 4 = 8 2 × 4 = 8
The factors of 8 are: 1, 2, 4, and 8
C
b. 10 The factors of 10 are:
c. 11 The factors of 11 are:
d. 14 The factors of 14 are:
e. 17 The factors of 17 are:
f. 20 The factors of 20 are:
g. 22 The factors of 22 are:
h. 23 The factors of 23 are:
i. 25 The factors of 25 are:
j. 26 The factors of 26 are:
k. 27 The factors of 27 are:
l. 28 The factors of 28 are:
Lesson 23 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 23: Use division and the associative property to test for factors and observe patterns.
Date: 8/28/13 3.F.21
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Explain your thinking or use division to answer the following.
a. Is 2 a factor of 84? b. Is 2 a factor of 83?
c. Is 3 a factor of 84? d. Is 2 a factor of 92?
e. Is 6 a factor of 84? f. Is 4 a factor of 92?
g. Is 5 a factor of 84? h. Is 8 a factor of 92?
Lesson 23 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 23: Use division and the associative property to test for factors and observe patterns.
Date: 8/28/13 3.F.22
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
2. Use the associative property to find more factors of 24 and 36. a. 24 = 12 × 2 b. 36 = ____ × 4
= ( ___ × 3) × 2 = ( ____ × 3) × 4
= ___ × (3 × 2) = ____ × (3 × 4)
= ___ × 6 = ____ × 12
= ___ = ____
3. In class, we used the associative property to show that when 6 is a factor, then 2 and 3 are factors, because 6 = 2 × 3. Use the fact that 8 = 4 × 2 to show that 2 and 4 are factors of 56, 72, and 80.
56 = 8 × 7 72 = 8 × 9 80 = 8 × 10
4. The first statement is false. The second statement is true. Explain why using words, pictures, or numbers.
If a number has 2 and 4 as factors, then it has 8 as a factor. If a number has 8 as a factor, then both 2 and 4 are factors.
Lesson 23 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 23: Use division and the associative property to test for factors and observe patterns.
Date: 8/28/13 3.F.23
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Explain your thinking or use division to answer the following.
a. Is 2 a factor of 34? b. Is 3 a factor of 34?
c. Is 4 a factor of 72? d. Is 3 a factor of 72?
2. Use the associative property to explain why the following statement is true.
Any number that has 9 as a factor also has 3 as a factor.
Lesson 23 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 23: Use division and the associative property to test for factors and observe patterns.
Date: 8/28/13 3.F.24
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Explain your thinking or use division to answer the following. a. Is 2 a factor of 72? b. Is 2 a factor of 73?
c. Is 3 a factor of 72? d. Is 2 a factor of 60?
e. Is 6 a factor of 72? f. Is 4 a factor of 60?
g. Is 5 a factor of 72? h. Is 8 a factor of 60?
Lesson 23 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 23: Use division and the associative property to test for factors and observe patterns.
Date: 8/28/13 3.F.25
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
2. Use the associative property to find more factors of 12 and 30. a. 12 = 6 × 2 b. 30 = ____ × 5
= ( ___ × 3) × 2 = ( ____ × 3) × 5
= ___ × (3 × 2) = ____ × (3 × 5)
= ___ × 6 = ____ × 15
= ___ = ____
3. In class, we used the associative property to show that when 6 is a factor, then 2 and 3 are factors, because 6 = 2 × 3. Use the fact that 10 = 5 × 2 to show that 2 and 5 are factors of 70, 80, and 90.
70 = 10 × 7 80 = 10 × 8 90 = 10 × 9
4. The first statement is false. The second statement is true. Explain why using words, pictures, or numbers.
If a number has 2 and 6 as factors, then it has 12 as a factor. If a number has 12 as a factor, then both 2 and 6 are factors.
Lesson 24 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 24: Determine whether a whole number is a multiple of another number. Date: 8/28/13 3.F.33
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. For each of the following, time yourself for 1 minute. See how many multiples you can write.
a. Write the multiples of 5 starting from 100.
b. Write the multiples of 4 starting from 20.
c. Write the multiples of 6 starting from 36.
2. List the numbers that have 24 as a multiple.
3. Use mental math, division, or the associate property to solve. (Use scratch paper if you like.)
a. Is 12 a multiple of 4? ______ Is 4 a factor of 12? _______
b. Is 42 a multiple of 8? ______ Is 8 a factor of 42? _______
c. Is 84 a multiple of 6? ______ Is 6 a factor of 84? _______
4. Can a prime number be a multiple of any other number except itself? Explain your reasons why.
Lesson 24 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 24: Determine whether a whole number is a multiple of another number. Date: 8/28/13 3.F.34
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
5. Follow the directions below.
a. Circle in red the multiples of 2. When a number is a multiple of 2, what are the possible values for the
ones digit?
b. Shade in green the multiples of 3. Choose one. What do you notice about the sum of the digits? Choose another. What do you notice about the sum of the digits?
c. Circle in blue the multiples of 5. When a number is a multiple of 5, what are the possible values for the ones digit?
d. Draw an X over the multiples of 10. What digit do all multiples of 10 have in common? What is the digit?
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Lesson 24 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 24: Determine whether a whole number is a multiple of another number. Date: 8/28/13 3.F.35
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Fill in the unknown multiples of 11. 5 × 11 = _____ 6 × 11 = _____ 7 × 11 = _____ 8 × 11 = _____ 9 × 11 = _____
2. Complete the pattern of multiples by skipcounting. 7, 14, ______, 28, ______, ______, ______, ______, ______, ______
3. a. List the numbers that have 18 as a multiple.
b. What are the factors of 18?
c. Are your two lists the same? Why or why not?
Lesson 24 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 24: Determine whether a whole number is a multiple of another number. Date: 8/28/13 3.F.36
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. For each of the following, time yourself for 1 minute. See how many multiples you can write.
a. Write the multiples of 5 starting from 75.
b. Write the multiples of 4 starting from 40.
c. Write the multiples of 6 starting from 24.
2. List the numbers that have 30 as a multiple.
3. Use mental math, division, or the associate property to solve. (Use scratch paper if you like.)
a. Is 12 a multiple of 3? ______ Is 3 a factor of 12? _______
b. Is 48 a multiple of 8? ______ Is 48 a factor of 8? _______
c. Is 56 a multiple of 6? ______ Is 6 a factor of 56? _______
4. Can a prime number be a multiple of any other number except itself? Explain your reasons why.
Lesson 24 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 24: Determine whether a whole number is a multiple of another number. Date: 8/28/13 3.F.37
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
5. Follow the directions below.
a. Underline the multiples of 6. When a number is a multiple of 6, what are the possible values for the ones digit?
b. Draw a square around the multiples of 4. Look at the multiples of 4 that have an odd number in the tens place. What values do they have in the ones place?
c. Look at the multiples of 4 that have an even number in the tens place. What values do they have in the ones place? Do you think this pattern would continue with multiples of 4 that are larger than 100?
d. Circle the multiples of 9. Choose one. What do you notice about the sum of the digits? Choose another one. What do you notice about the sum of the digits?
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Lesson 25 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 25: Explore properties of prime and composite numbers to 100 by using multiples.
Date: 8/28/13
3.F.43
© 2013 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. Follow the directions.
Shade the number 1 red.
a. Circle the first unmarked number. b. Cross off every multiple of that number except the one you circled. If it’s already crossed off, skip it. c. Repeat Steps (a) and (b) until every number is either circled or crossed off. d. Shade every crossed out number in orange.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Lesson 25 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 25: Explore properties of prime and composite numbers to 100 by using multiples.
Date: 8/28/13
3.F.44
© 2013 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
2. List the circled numbers.
a. Why weren’t the circled numbers crossed off along the way?
b. Except for the number 1, what is similar about all of the numbers that were crossed off?
c. What is similar about all of the numbers that were circled?
Lesson 25 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 25: Explore properties of prime and composite numbers to 100 by using multiples.
Date: 8/28/13
3.F.45
© 2013 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
Use the calendar below to complete the following:
a. Cross off all composite numbers.
b. Circle all of the prime numbers.
c. List any remaining numbers.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Lesson 25 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 25: Explore properties of prime and composite numbers to 100 by using multiples.
Date: 8/28/13
3.F.46
© 2013 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
Name Date
1. A student used the Sieve of Eratosthenes to find all prime numbers less than 100. Create a stepbystep set of directions to show how it was completed. Use the word bank to help guide your thinking as you write the directions. Some words may be used just once, more than once, or not at all.
Directions for completing the Sieve of Eratosthenes activity:
Word Bank
circle composite
prime
cross out
shade
X
multiple
number
Lesson 25 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 4
Lesson 25: Explore properties of prime and composite numbers to 100 by using multiples.
Date: 8/28/13
3.F.47
© 2013 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons AttributionNonCommercialShareAlike 3.0 Unported License.
2. What do all of the numbers that are crossed out have in common?
3. What do all of the circled numbers have in common?
4. There is one number that is neither crossed out nor circled. Why is it treated differently?