Download Prime Time Investigation 1, Lesson 1.3 Playing the Product Game

NTPS Math Plan Lesson Overview: Playing the Product Game
Lesson Title:
Playing the Product Game
Quarter 1
Resource and Page Number:
Prime Time, Investigation 1, Lesson 1.3
NTPS Power Standard 2: GCF and LCM
Sessions
2 days
WA P.E. 5.2.D
Ongoing Practice
Key Concept(s) addressed:
Numbers and Operations
o Factors and multiples
Key Skill(s) addressed:
Identify or list factors or factor pairs for a given number
Determine whether one number is a multiple of another
number
Language addressed: product, factor, multiple, divisible
Crafting (Launch):
Remind students of what a multiple is (the product of a number and another whole number).
Remind students of what a product is (18 = 9 x 2 and 18 = 6 x 3 Products are the result of more than one factor.)
Ask students questions such as: What product can you get from multiplying 8 and 3? What product can you get
from multiplying 7 and 6?
Begin playing the Product Game with the class. Explain rules of the game as play progresses.
Composing (Explore):
Invite students to begin playing the game with a partner.
Students will discuss questions in Problem 1.3 with their rally coach partner.
Reflecting (Summarize):
Invite students to share their observations about the game.
Ask suggested questions: Is it better to go first or second? Why? What strategies did you learn as you played the
game?
Use Transparency 1.3C if time (scanned below).
What elements of this lesson
are concrete?
What elements of this lesson are
representational?
What elements of this lesson are abstract?
Reasoning about strategy for playing
game
Remembering multiplication facts
Recommended ACE Questions:
17-22, 24-27 (for use on second day in partners or small groups).
Additional Notes:
See Labsheet and Transparencies scanned below following the lesson plans.
Assessment and Support Resources
Assessment
Kagan Structures
Rally Coach
Use Check-Up 1 (scanned below).
Ongoing Practice
Intervention
Use Skill: Factors, Multiples, and Primes page
(scanned below).
Differentiation