NTPS Math Plan Lesson Overview: Divisibility Rules Lesson Title: Divisibility Rules Resource and Page Number: Trailblazers Unit 7 lesson 2 pages 186-191 Sessions 2 -3 Quarter 1 NTPS Power Standard 1A WA P.E. 4.1 Foundational Key Concept(s) addressed: Multiplication and division of whole numbers with fluency Solve multiplication and division problems efficiently Key Skill(s) addressed: Develop conceptual awareness of multiplication and division by building arrays, noting multiplication patterns, using concrete representations, and understanding fact families. Multiply with fluency facts 0-10 (4.1.A) Divide with fluency facts 0-10 (4.1.A) Identify factors and multiples of a number (4.1.B) Solve single and multi-step word problems involving multiplication and division (with and without remainders); verify solutions (4.1.J and 4.1.I) Language addressed: multiplication, product, division, quotient, divisor, remainder, multiple, factor Crafting: Think aloud “How do I know if 159 is divisible by 10?” “I wonder if there is a pattern or strategy I can use to figure that out?” Model use of 100 chart counting and circling multiples of 10 Teacher talks about patterns Focus on the connections between the numbers Composing: Students circle their own chart and write the pattern at the bottom of the chart Look for patterns in numbers given in the additional note suggested sequence Write the multiplication and division equations Day 3 Student Guides pages 187-191 Use calculators to check their answers Reflecting: What did you learn about the patterns of these multiples? How do you know if a number is a factor of that multiple? Teachers give a variety of numbers for students to find the divisibility of that number What elements of this lesson are concrete? Creating pattern charts What elements of this lesson are representational? Circling factors of the multiple tiles What elements of this lesson are abstract? Relationships: factors and multiples Understanding patterns Writing x and ÷ equations Additional Notes: Look at Content Note page 507 in the teacher guide Teacher suggested order : 10, 5, 2, 4, 8, 3, 6, 9 Place 5 & 10 on one chart using different colors for circling; on a different chart 2, 4, 8 & 3, 6, 9 Other Tips: Create large charts with divisibility rules
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NTPS Math Plan Lesson Overview: Divisibility Rules
Lesson Title: Divisibility Rules
Resource and Page Number: Trailblazers Unit 7 lesson 2 pages 186-191
Sessions 2 -3
Quarter 1 NTPS Power Standard 1A WA P.E. 4.1
Foundational
Key Concept(s) addressed:
Multiplication and division of whole numbers with
fluency Solve multiplication and division problems efficiently
Key Skill(s) addressed:
Develop conceptual awareness of multiplication and
division by building arrays, noting multiplication
patterns, using concrete representations, and
understanding fact families.
Multiply with fluency facts 0-10 (4.1.A)
Divide with fluency facts 0-10 (4.1.A)
Identify factors and multiples of a number (4.1.B)
Solve single and multi-step word problems involving
multiplication and division (with and without
remainders); verify solutions (4.1.J and 4.1.I) Language addressed: multiplication, product, division, quotient, divisor, remainder, multiple, factor
Crafting:
Think aloud “How do I know if 159 is divisible by 10?” “I wonder if there is a pattern or strategy I can use to figure that out?”
Model use of 100 chart counting and circling multiples of 10
Teacher talks about patterns
Focus on the connections between the numbers
Composing:
Students circle their own chart and write the pattern at the bottom of the chart
Look for patterns in numbers given in the additional note suggested sequence
Write the multiplication and division equations Day 3
Student Guides pages 187-191
Use calculators to check their answers
Reflecting:
What did you learn about the patterns of these multiples?
How do you know if a number is a factor of that multiple?
Teachers give a variety of numbers for students to find the divisibility of that number
What elements of this lesson are concrete?
Creating pattern charts
What elements of this lesson are representational?
Circling factors of the multiple tiles
What elements of this lesson are abstract?
Relationships: factors and multiples Understanding patterns Writing x and ÷ equations
Additional Notes:
Look at Content Note page 507 in the teacher guide
Teacher suggested order : 10, 5, 2, 4, 8, 3, 6, 9
Place 5 & 10 on one chart using different colors for circling; on a different chart 2, 4, 8 & 3, 6, 9 Other Tips:
Create large charts with divisibility rules
Assessment and Support Resources
Assessment
Kagan Structures
Fan N Pick – Create cards with larger numbers to practice
divisibility rules
Quiz-Quiz Trade
Show Down
Ongoing Practice
Review with a variety of numbers over several days
Use in DMR
Intervention
Make cards with divisibility rules student can refer to
Use tiles to sort the multiples into even groups
Differentiation
Origo division
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