Page 8 - NUMINO TG_1A
P. 8
01Magic Spells Unit 2. Build Understanding
3!” Objective: Learn how to find and use multiples, common multiples, and the least common multiple. Have students find the relationship between Under Build Understanding, teachers are provided with
Chat the numbers that the witch called out and the tools to help students understand how to solve
5 numbers that disappeared. They can use problems better. It outlines some of the different
6 What happened when the witch chanted the magic spell? multiplication. methods and strategies to solve problems, mentions
Talk about the pattern of how the numbers disappear. common errrors that could be made by students,
8!” Abracadabra! 3!: Numbers 9, 12, 27, and models differentiated learning methods, and describes
The number that the witch calls out after chanting the magic spell math background. These features allow teachers to
determines who disappears. Anybody who has a multiple of that number 24 are multiples of 3. teach strategically and provide the best way for
disappears. Abracadabra! 5!: Numbers 25 and 5 are students to understand math.
The witch is chanting two magic spells to make all the people disappear. multiples of 5. Demonstrate strategies to win games and solve
Discuss what her magic spells are. Abracadabra! 8!: Numbers 32 and 56 are problems.
28 63 36 multiples of 8. Teach methods to solve problems step by step.
51 35 So when the witch calls out a number, all the Show how to use manipulatives to solve problems.
numbers that are multiples of the number
disappear. Explain how to overcome common errors.
The witch is chanting two magic spells to Use math concepts students have previously learned to
assist students who are having difficulties.
make all five people disappear. Have Give easier tasks that are more suitable to their level.
students find how the numbers people have Deepen students’ understanding of math concepts.
Give students more challenging problems to do.
are related to multiplication tables.
Refer to .
The two magic spells that the witch is chanting are, “Abracadabra! 3!” and
“Abracadabra! 7!”
1. Magic Spells 3
Solution:
Group the multiples of the following numbers: 2, 3, 4, 5, 6, 7, Since the rest of the numbers must
8, and 9. disappear after two magic spells,
the witch should call out 3 and 7.
Multiples of 2: 28, 36 Multiples of 6: 36 The witch should say,
Multiples of 3: 36, 51, 63 Multiples of 7: 28, 35, 63
Multiples of 4: 28, 36 Multiples of 8: “Abracadabra! 3! and
Multiples of 5: 35 Multiples of 9: 36, 63
Abracadabra! 7!”
6A Unit 01 005
Extend students’ understanding of math concepts
through math histories and relate other math
concepts to reinforce those concepts.
3. Check Point
Check that students have understood the lesson by asking general review questions.
Relate other math concepts to reinforce what they have learned.
3!” Objective: Learn how to find and use multiples, common multiples, and the least common multiple. Have students find the relationship between Under Build Understanding, teachers are provided with
Chat the numbers that the witch called out and the tools to help students understand how to solve
5 numbers that disappeared. They can use problems better. It outlines some of the different
6 What happened when the witch chanted the magic spell? multiplication. methods and strategies to solve problems, mentions
Talk about the pattern of how the numbers disappear. common errrors that could be made by students,
8!” Abracadabra! 3!: Numbers 9, 12, 27, and models differentiated learning methods, and describes
The number that the witch calls out after chanting the magic spell math background. These features allow teachers to
determines who disappears. Anybody who has a multiple of that number 24 are multiples of 3. teach strategically and provide the best way for
disappears. Abracadabra! 5!: Numbers 25 and 5 are students to understand math.
The witch is chanting two magic spells to make all the people disappear. multiples of 5. Demonstrate strategies to win games and solve
Discuss what her magic spells are. Abracadabra! 8!: Numbers 32 and 56 are problems.
28 63 36 multiples of 8. Teach methods to solve problems step by step.
51 35 So when the witch calls out a number, all the Show how to use manipulatives to solve problems.
numbers that are multiples of the number
disappear. Explain how to overcome common errors.
The witch is chanting two magic spells to Use math concepts students have previously learned to
assist students who are having difficulties.
make all five people disappear. Have Give easier tasks that are more suitable to their level.
students find how the numbers people have Deepen students’ understanding of math concepts.
Give students more challenging problems to do.
are related to multiplication tables.
Refer to .
The two magic spells that the witch is chanting are, “Abracadabra! 3!” and
“Abracadabra! 7!”
1. Magic Spells 3
Solution:
Group the multiples of the following numbers: 2, 3, 4, 5, 6, 7, Since the rest of the numbers must
8, and 9. disappear after two magic spells,
the witch should call out 3 and 7.
Multiples of 2: 28, 36 Multiples of 6: 36 The witch should say,
Multiples of 3: 36, 51, 63 Multiples of 7: 28, 35, 63
Multiples of 4: 28, 36 Multiples of 8: “Abracadabra! 3! and
Multiples of 5: 35 Multiples of 9: 36, 63
Abracadabra! 7!”
6A Unit 01 005
Extend students’ understanding of math concepts
through math histories and relate other math
concepts to reinforce those concepts.
3. Check Point
Check that students have understood the lesson by asking general review questions.
Relate other math concepts to reinforce what they have learned.
