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Demonstrating an understanding of factors and multiples by QQ determining multiples and factors of numbers less than QQ identifying prime and composite numbers QQ solving problems involving factors or multiples For more information on prior knowledge, refer to the following resource: Manitoba Education and Advanced Learning.
Glance Across the Grades: Kindergarten to Grade 9 Mathematics. Manitoba Education and Advanced Learning, Available online at www. S u p p o r t D o c u m e n t f o r Te a c h e r s Background Information Divisibility A dividend is considered to be divisible by a divisor if it can be divided by that divisor to make a quotient that is a whole number with no remainders.
If a dividend is divisible by a divisor, that divisor is a factor of the dividend. Since 36 is divisible by 4, 4 is a factor of Since the divisor is a factor of the dividend, the dividend is a multiple of the divisor.
Since 4 is a factor of 36, 36 is a multiple of 4. If a number is divisible by more than two factors, it is also divisible by the product of any combination of its prime factors.
In Grade 7, students are not formally exposed to prime factorization. A clear grasp of divisibility is fundamental to achieving many other learning outcomes. It helps students to identify factors and understand relationships between numbers. It makes it easier for them to solve problems, sort numbers, work with fractions, understand percents and ratios, and work with algebraic equations.
When students can identify factors with ease, they can readily identify prime and composite numbers, identify common factors and multiples, and find both the greatest common factors and the least common multiples.
If students understand place value and have facility in using mental mathematics strategies and facts, it will be easier for them to find patterns in multiples of factors, to add the digits of multiples, and to recognize numbers that are divisible by a particular factor.
Proficiency with these skills will help students to discover divisibility rules, understand and explain why divisibility rules work, and use divisibility rules effectively to determine divisibility.
Exploring these relationships and developing divisibility rules or explanations for the rules can be challenging and time-consuming, but will provide students with rich opportunities to practise the mathematical processes of problem solving, reasoning, making connections, and communicating.
When selecting learning experiences, verify that students have the required background knowledge and skills, clearly outline the tasks and expectations, provide a warm-up learning activity with the simpler factors e. Divisibility Rules Below are some possible divisibility rules for common factors, along with explanations and examples.
Provide students with opportunities to make their own discoveries and to develop their understanding through learning experiences, rather than asking them to memorize the divisibility rules.
OR The final digits are 2, 4, 6, 8, or 0. Even numbers are composed of groups of 2. Therefore, it is necessary only to examine the units or ones place when determining divisibility by 2.
Continually adding the digits until you end up with a single digit will ultimately result in a total of 3, 6, or 9. Use place value and the logic of remainders.Jul 07, · Not sure how to explain but just opening the database manually doesn’t work.
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Even if you don’t get around to reading all of the books on your bookshelf (a task that would be a lot easier if you stopped buying more) a bookshelf is like a display cabinet, the spines are its ornaments, a feast for the eyes, titillation for the imagination. I describe the traditional hue I present my own natural color harmony and explain how it provides many straightforward design principles in — as a pattern, an object, a representation or a space.
The artist then studies the specific media available for the task (paints, inks, dyes, yarns, photographic emulsions, stained glasses. Explain Phenomena in Terms of Concepts Formulate Hypothesize Investigate Revise Use Concepts to Solve Non-Routine Problems Apply Concepts Design Connect Prove Synthesize Critique Analyze Create Depth of Knowledge (DOK) Levels Webb, Norman L.
and others. “Web Alignment Tool” 24 July Wisconsin Center of Educational Research.
i) Selection of appropriate microcontroller to meet the requirement of the task. ii) Development of an assembly language program to control the operation of the embedded system.
iii) Thorough testing to ensure correct operation of the system. Using DOK to Increase Academic Rigor in the Classroom classroom •Review Webb’s Depth of Knowledge •Explain how teachers can incorporate more Rigor using DOK •Review a set of best practices for promoting academic excellence through rigor in the classroom student will use to complete the task.
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