Free Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 by Judith A. Muschla, Gary Robert Muschla, Erin Muschla-Berry Page A
competition with Group 1. Ask them to read the first prime number they circled. Ask if the class agrees. If there is disagreement, call on the first group that disagrees. If the disagreeing group presents incorrect factors, call on the next group that disagrees to present correct factors. Once correct factors are presented, award points and mark them on your score sheet.
7. Now go to Group 2 and ask them to state the first prime number they circled. Follow the same procedure, and then move on to the other groups.
8. After all the groups have stated their first prime number and all points have been awarded, return to Group 1 and ask them to state their second prime number. In instances where the prime number a group has circled has already been used, simply have them move on to their next circled prime. If a group uses all of their prime numbers and the game is not finished, they can still participate by agreeing or disagreeing with the other groups.
9. Continue the procedure until all prime numbers have been read.
Closure
Tally the scores and declare a winner. Do a special bonus round. Present at least three composite numbers, one at time, from 1 through 100. Ask the groups to list all of the one-digit numbers (other than 1) that the composite number is a multiple of. For example, 35 is a multiple of 5 and 7; 64 is a multiple of 2, 4, and 8. ( Note: 64 is also a multiple of 16 and 32, but 16 and 32 are not one-digit numbers and should not be listed.) Present a number and have groups write their answer on a sheet of paper, and then turn their paper face down. Ask each group one at a time to reveal the answers they wrote on their paper. Groups receive one point for naming each one-digit number of which a composite number is a multiple. For instance, for 35, if students name 5 and 7, they receive two points. For 64, if they only name 2 and 8, they receive two points. For each incorrect number, they lose a point.
Operations and Algebraic Thinking: 4.OA.5
“Generate and analyze patterns.”
5. “Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.”
Background
A hundreds chart is a useful tool that can be used to generate a variety of numbers. These numbers depend upon the starting number and the number that is added to it.
The patterns that can be generated can surprise students. For example, sometimes a pattern will generate only even numbers. Starting with 2 and adding 2 results in a pattern of 2, 4, 6, 8, … Sometimes a pattern will generate only odd numbers. Starting with 1 and adding 6 results in 1, 7, 13, 19, … And sometimes a pattern will generate even and odd numbers. Starting with 2 and adding 3 results in a pattern of 2, 5, 8, 11, …
Activity: Number Generator
Working individually or in pairs, students will virtually create and identify numbers on a hundreds chart.
Materials
Computers with Internet access for students; computer with Internet access and digital projector for the teacher.
Procedure
1. Explain that students will generate number patterns on a hundreds chart. A hundreds chart is a list of numbers ranging from 1 to 100 arranged on a 10-by-10 grid.
2. Instruct students to go to http://nlvm.usu.edu . They should click in the grades “3–5” column on the “Number and Operations” row and then scroll down and click on “Hundreds Chart.”
3. Once students have the hundreds chart on their screens, explain that at the top of the chart is “Count By” and “Starting At.” Students can decide what number to start at by using the up or down arrow. To decide what number to count by, they can also use the up or down arrow. After they have decided on their numbers, they should click on “Practice” at the bottom of the grid. ( Note: This might already be selected.)
4. Explain that students should now click on the number they chose to start with, and then click on the next number that they chose to count
7. Now go to Group 2 and ask them to state the first prime number they circled. Follow the same procedure, and then move on to the other groups.
8. After all the groups have stated their first prime number and all points have been awarded, return to Group 1 and ask them to state their second prime number. In instances where the prime number a group has circled has already been used, simply have them move on to their next circled prime. If a group uses all of their prime numbers and the game is not finished, they can still participate by agreeing or disagreeing with the other groups.
9. Continue the procedure until all prime numbers have been read.
Closure
Tally the scores and declare a winner. Do a special bonus round. Present at least three composite numbers, one at time, from 1 through 100. Ask the groups to list all of the one-digit numbers (other than 1) that the composite number is a multiple of. For example, 35 is a multiple of 5 and 7; 64 is a multiple of 2, 4, and 8. ( Note: 64 is also a multiple of 16 and 32, but 16 and 32 are not one-digit numbers and should not be listed.) Present a number and have groups write their answer on a sheet of paper, and then turn their paper face down. Ask each group one at a time to reveal the answers they wrote on their paper. Groups receive one point for naming each one-digit number of which a composite number is a multiple. For instance, for 35, if students name 5 and 7, they receive two points. For 64, if they only name 2 and 8, they receive two points. For each incorrect number, they lose a point.
Operations and Algebraic Thinking: 4.OA.5
“Generate and analyze patterns.”
5. “Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.”
Background
A hundreds chart is a useful tool that can be used to generate a variety of numbers. These numbers depend upon the starting number and the number that is added to it.
The patterns that can be generated can surprise students. For example, sometimes a pattern will generate only even numbers. Starting with 2 and adding 2 results in a pattern of 2, 4, 6, 8, … Sometimes a pattern will generate only odd numbers. Starting with 1 and adding 6 results in 1, 7, 13, 19, … And sometimes a pattern will generate even and odd numbers. Starting with 2 and adding 3 results in a pattern of 2, 5, 8, 11, …
Activity: Number Generator
Working individually or in pairs, students will virtually create and identify numbers on a hundreds chart.
Materials
Computers with Internet access for students; computer with Internet access and digital projector for the teacher.
Procedure
1. Explain that students will generate number patterns on a hundreds chart. A hundreds chart is a list of numbers ranging from 1 to 100 arranged on a 10-by-10 grid.
2. Instruct students to go to http://nlvm.usu.edu . They should click in the grades “3–5” column on the “Number and Operations” row and then scroll down and click on “Hundreds Chart.”
3. Once students have the hundreds chart on their screens, explain that at the top of the chart is “Count By” and “Starting At.” Students can decide what number to start at by using the up or down arrow. To decide what number to count by, they can also use the up or down arrow. After they have decided on their numbers, they should click on “Practice” at the bottom of the grid. ( Note: This might already be selected.)
4. Explain that students should now click on the number they chose to start with, and then click on the next number that they chose to count
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