Prime Time ACE Help Investigation 1 1. Factors are numbers that go into another number evenly.

. For example, 3 and 8 are factors of 24 because 3 X 8 = 24. 2. 6 X 3. 5 X 4. 3 X 5. 6 X = 24 = 45 = 24 = 54

6. If 7 X = 291, then what would you do to find out if 7 goes evenly into 291? (Goes evenly is a clue.) 7. Find the factors for each number. Make sure you found them all! Count them to see which has the most factors. 8. Think about the different ways students find the factors in class. For example, some students use an organized list and write the factors in order: 1 X 110 2 X 55 5 X 22 10 X 11 Other students use a rainbow to help them find the factors:

9. If 2, 3, and 5 are factors, what can you do with these numbers to help you find one number that they all go into? A Venn diagram may also be helpful to find the numbers. Once one number is found, could it be used to help you find the other number? 10. Is there a remainder? What does the remainder tell you about these numbers?

11. Think about the definitions of each word to help you answer this question. Be sure to give a reason why or why not! 12. Think about the definitions of each word to help you answer this question. Be sure to give a reason why or why not! 13. Think about the definitions of each word to help you answer this question. Be sure to give a reason why or why not! 14. When a question uses the word every, it is sometimes a good idea to try to find a situation that does not work. Try some numbers to see if you can find an exception. 15. Try looking at several prime numbers. What are the factors of each prime number? 16. Try using the chart you created in Investigation 1.2. Think about how the scores are determined in the game. Be sure to give an explanation and some examples! 17. Be sure you know the definition of each word before you start. Try to use every word at least once. 18. Look at all the possible moves in an organized way. If you pick up the paper clip on 6 and move it, where could it be placed and what product results? If you pick up the paper clip on 5 and move it, where could it be placed and what product results? 19a. Try acting out moving the paper clip to help see the possible combinations. 19b. Help the child see the multiples of 3 that are on the game and continue to skip count by 3s to find some multiples of 3 that are not on the game board. 19c. If you count by 3s does it end at some point? 20. What are the factors of 18? 21. Choose two products that are on the game board. What are the factors of each product? 22. Look at each set carefully. Make sure all of the factors are listed. Try some of the methods for finding factors in problem 8.

23. Think about the vocabulary words covered in class to give you ideas for the facts. 24. Review the definitions of prime and composite from problem 15. Try listing the factors of each number. 25. Think about the definitions of each word to help you answer this question. Be sure to give a reason why or why not! 26. There is only one number that is both prime and even! 27. How are the two games alike? How are the two games different? 28. If there are 32 students in one class, how many game boards would be needed if students are working in pairs? Once you know how many boards are needed for one class, could you find out how many are needed for 25 classes? 29. How much time is available? How much time is this in minutes? How many groups of 12 minutes can you get within this amount of time? 30. Could you figure out how many pages were left to read on Thursday and Friday? Are there any clues that tell you how to figure out how many pages on Thursday and how many pages on Friday? 31. Use problem 30 to help you set up the problem. 32a. Think about what we do with time. Do we only use hours? 33a. Think about what we do with time. Do we only use minutes? 34. What does divisibility mean? Your class has probably discussed this word and developed a definition. What is the definition the class wrote? If the word has not been discussed, is there another place you might find a definition? 35. 36. 37. X X X = 84 (Remember, you cant use one!) = 145 (Remember, you cant use one!) = 300 (Remember, you cant use one!)

38a. There are many possible answers for this question.

38b. There are several answers for this question. Any number of groups is acceptable as long as the groups are all the same size. 39a. Try to find all of the factors! There are many so it is easy to miss some! 39b. There arent as many factors but some of these are easy to miss! Be careful when looking for the factors! 39c. Use what you learned about the best first move in class to help you narrow down the possible choices. 40. Using clue one, can you narrow down the two digits that the number must have in the ones place? Use what you know about divisibility to help you find these two digits. Does the second clue narrow this down even more? 41. You do not have to redo all of the work from 1 30. You only need to do the work from 31 49. 42. Look for the factors carefully! 43. Use the information from problem 41 to make this problem less work! Remember to answer the question, Why! 44. Use the information from problem 41 to make this problem less work! Remember to answer the question, Why! 45. What numbers do you need to get the products on the game board? 46. What numbers do you need to get the products on the game board? Once you have found the factors, look for combinations of these factors that give you products that are missing on the game board. 47. Try looking up the words in a dictionary. You wont get the mathematical definition but you might get an idea of the mathematical definitions. Use the charts you made in class and the dictionary definitions to figure out the meanings of these words. 48. Place both paper clips on each number and find the product each time. 49. Use your chart from Investigation 1.2 to make this even easier!

Investigation 2

1. Try cutting out rectangles that have 24 squares to find all of the different sizes. Then try finding the factors of 24. What do you notice about these lists? 2. Try cutting out rectangles that have 32 squares to find all of the different sizes. Then try finding the factors of 32. What do you notice about these lists? 3. Try cutting out rectangles that have 48 squares to find all of the different sizes. Then try finding the factors of 48. What do you notice about these lists? 4. Try cutting out rectangles that have 45 squares to find all of the different sizes. Then try finding the factors of 45. What do you notice about these lists? 5. Try cutting out rectangles that have 60 squares to find all of the different sizes. Then try finding the factors of 60. What do you notice about these lists? 6. Try cutting out rectangles that have 72 squares to find all of the different sizes. Then try finding the factors of 72. What do you notice about these lists? 7. Try listing factors for the first few counting numbers and look for numbers that have only two factors. What kinds of numbers have only two factors? 8. Try listing factors for the first few counting numbers and look for numbers that have an odd number of factors. What kinds of numbers have an odd amount of factors? 9. Try making a list of all of the possible answers. As you read through the clues, cross of the numbers that cant be the mystery number. 10. Try some numbers and see what happens! Remember to prove your conjectures (guesses) with models or pictures! 11. Try some numbers and see what happens! Remember to prove your conjectures (guesses) with models or pictures! 12. Try some numbers and see what happens! Remember to prove your conjectures (guesses) with models or pictures! 13. Try some numbers and see what happens! Remember to prove your conjectures (guesses) with models or pictures!

14. Could you represent the number with color tiles or graph paper? Remember representations for even and odd must use only two rows! 15. Does what you have learned about even and odd numbers help you? Can you write a rule to show this? 16. Try some signs and see if it works. Dont give up! 17. Remember to place numbers that dont fit into the Venn Diagram outside the circles. Look for the unusual after you have filled in the numbers! 18. You can use any numbers you want as long as five numbers are in each region. 19a. It is sometimes easier to list the multiples before placing the numbers into the diagram. 19c. All of the common multiples should be in the intersection of the two circles. Which is the smallest? 20. Since divisors are numbers that go into another number evenly, they are the same as factors. 21. It is sometimes easier to list the multiples before placing the numbers into the diagram. All of the common multiples should be in the intersection of the two circles. Which is the smallest? 22. What are the factors of 100? 23. What are the factors of 64? 24. Try a prime number and see how many rectangles you can make. 25. Try listing the possible digits and cross out the ones that cant work. 26. Once you have the numbers listed, look for any patterns in the numbers. This will help you write a divisibility rule for 5, 2, and 10. 27. Try writing out how much she will earn each day. When you have all 14 days listed, what do you need to do to find out how much she earned altogether? Is there a clue word that would help you figure out what out what operation to use? 28. You are taking $10,000 and splitting it into even groups of $20. What operation is this?

29a. 6 X

= 28

29b. 11 X

= 121

31. Try looking for factors other than one and the number itself. If the number has any other factor, it cant be prime. It must be composite. 32. Try looking for factors other than one the number itself. The divisibility rules may help. 33. Try listing the squares such as 12 = 1, 22 = 4, 32 = 9, etc. 34. X X = 300

35a. Try looking at your chart from Investigation 1.2. How can you use the list of proper factors to find the number? 35b. You dont need to find them. The numbers you need are in 35a! 36. It sometimes helps to list the multiples and then put the information into the Venn Diagram. Problem 19c may help you answer 36b. 37. How many odd numbers and how many even numbers are there? 38. Try using a hundred chart and highlighting or circling the multiples of three. Then look for groups of three consecutive numbers. 39. Try using a hundred chart and highlighting or circling the multiples of three. Then look for groups of three consecutive numbers. 40. Try using a hundred chart and highlighting or circling the multiples of three. Then look for groups of three consecutive numbers. 41. Try smaller numbers to see the last factor pair. Investigation 3 1. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 2. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 3. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple.

4. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 5. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 6. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 7. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 8. Try listing the multiples for each number first. Then find the common multiples. Finally, find the smallest (or least) common multiple. 9. Did any of the least common multiples you found in problems 1-8 give you the product of the two numbers? How were the numbers in the problem special? 10. Try using factors of the number. 11. Try using factors of the number. 12. Try using factors of the number. 13. Try using factors of the number. 14. The students worked with problems like this in Investigations 3.1 and 3.2. Try asking them, Is this like any problems you have done before? Guide them to the Ferris wheel and cicada problems they did at school. How did you solve those problems? Would that work in this situation? Are you looking for the greatest amount (GCF) or the least amount (LCM)? If they are unsure which to use, have them try both and then check the answer to see which makes sense. 15. The students worked with problems like this in Investigations 3.1 and 3.2. Try asking them, Is this like any problems you have done before? Guide them to the Ferris wheel and cicada problems they did at school. How did you solve those problems? Would that work in this situation? Are you looking for the greatest amount (GCF) or the least amount (LCM)? If they are unsure which to use, have them try both and then check the answer to see which makes sense. 16. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor.

17. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 18. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 19. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 20. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 21. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 22. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 23. Try listing the factors for each number first. Then find the common factors. Finally, find the largest or greatest common factor. 24. Try finding the greatest common factor for each set of numbers. 25. Try finding the greatest common factor for each set of numbers. 26. Try finding the greatest common factor for each set of numbers. 27a. How many people need to eat? (24 people) If everyone has _____ hot dog(s) can we buy packages of buns and hot dogs without leftovers? 27b. Now how many people need to eat? Follow the same method used in 27a. 28. The students worked with problems like this in Investigations 3.3 and 3.4. Try asking them, Is this like any problems you have done before? Guide them to the snacks and picnic problems they did at school. How did you solve those problems? Would that work in this situation? Are you looking for the greatest amount (GCF) or the least amount (LCM)? If they are unsure which to use, have them try both and then check the answer to see which makes sense. 29. Try using word problems we have already done to help you. 30. Use the questions from problem 28 to help guide you to the solution.

31. Look up the definitions if you dont know what they mean. 32a. 12 X 32b. 11 x = 48. = 110.

33. How are the problems different? How are they the same? Is there a shortcut to solve this? Hint: 8 X 6 = 48, 80 X 60 = 4800 and 8000 X 6000 = 4,800,000. 34a. What are you trying to find? (How many km in two hours?) What do you know? (It travels 60 km in 5 mins) How can you use what you know to help you find the answer? Some students may need to keep adding 60 km until they have enough to cover two hours. Others may see shortcuts. Once you know how many km in 2 hours, could you use this answer to help you find how many km in 6 hours? 34b. Is there a clue word or phrase which will help you decide what to do? (How many more) 34c. Could you use what you learned in 34a to help you solve this? 35. Use the questions from problem 28 to help you find a solution. 36. How are the problems different? Can you use this information to help you solve the problems in your head? If you dont see a shortcut, try getting the answer by multiplying and then looking at the answer. How does the answer compare to 105? 37. Since the clue is asking for the smallest number of pens should you try LCM or GCF first? Dont forget to check to see if your answer makes sense! 38. What does each clue tell you about the pair of numbers? 39. Are we looking for the smallest amount or the largest number of years? Should you try LCM or GCF? Dont forget to check to see if your answer makes sense. 40a. Each half of the dominoes can have up to 6 spots. 40b. Each half of the dominoes can have at least 0 spots. 40c. Is there a property for multiplication that may explain Erics thoughfulness? 41a. Use patterns, color tiles, or graph paper to help you.

41b. Since we need to use the row number to help us, try to use the row numbers to look for a way to get the sums we do know. For example, how can I use row 1 to get 1? How can I use row 2 to get 4? How can I use row 3 to get 9? How can I use row 4 to get 16? 41c. Try some numbers to see if you get that sum. If your numbers were too small, try some bigger ones. If your numbers were too big, try some smaller ones. Once you know the row number, look at the differences between the last addend and the sum/ This should help you find the last addend. 42a. Try using color tiles or graph paper to help you. 42b. We need to use the row number to find the sum. Look at the row numbers and sums we do know. How can we use 1 to get 2? How can we use 2 to get 6? How can we use 3 to get 12? How can we use 4 to get 20? Is there a pattern that will help us? 42c. Try to see a pattern using the row number and the last addend. In row 1, the last addend was 2. In row 2, the last addend was 4. In row 3 the last addend was 6. In row 4, the last addend was 8. 43. Two year predators would come out every other year. This means they would come out ever even OR every odd year. 44. Try to find some dates that work. If you are really ambitious, try to find all 212 dates! Investigation 4 1. Try using factor strings that equal 840. 2. Try using factor strings that equal 360. 3. Find a factor string that will equal 720 and use enough spots to get you through the maze. Fill in these numbers into the maze. Fill in the blank spaces with numbers that are factors but wont help the player get out of the maze. 4. Use a prime factorization tree or division method to find the prime factorization. 5. Use a prime factorization tree or division method to find the prime factorization.

6. Use a prime factorization tree or division method to find the prime factorization. 7. Use a prime factorization tree or division method to find the prime factorization. 8. Use a prime factorization tree or division method to find the prime factorization. 9. Use a prime factorization tree or division method to find the prime factorization. 10. Use a prime factorization tree or division method to find the prime factorization. 11. Use a prime factorization tree or division method to find the prime factorization. 12. For example, 2 X 2 X 3 X 3 X 5 = 22 X 32 X 5. 13. Be sure to check that your prime factorization equals 312! 14. Use a prime factorization tree or division method to find the prime factorization. 15. Try some prime factorizations with 6 and 3 numbers. Vary where the big numbers are. You only need to find one situation where the three factor string is bigger than the six factor string to decide who is right. 16. What kind of numbers will always have a 2 and a 5 in the prime factorization? Try some with a 2, a 5 and another number and see what happens. 17. Find the prime factorization of each number to help you find the solution. 18. One way is to find the prime factorization of each number. Another way is to start with the three smallest primes and change these in an organized manner. Be careful using this method as it is easy to miss some this way! 19. You can use lists, Venn Diagrams, or prime factorization to find the LCM and GCF. Use what works best for you! 20. You can use lists, Venn Diagrams, or prime factorization to find the LCM and GCF. Use what works best for you!

21. You can use lists, Venn Diagrams, or prime factorization to find the LCM and GCF. Use what works best for you! 22. You can use lists, Venn Diagrams, or prime factorization to find the LCM and GCF. Use what works best for you! 23. You can use lists, Venn Diagrams, or prime factorization to find the LCM and GCF. Use what works best for you! 24. You can use lists, Venn Diagrams, or prime factorization to find the LCM and GCF. Use what works best for you! 25. Could he give each child one cookie? Could he have given more cookies per child? If so, he needs to share more with the children! Could he give each child two cookies? Could he have given more cookies per child? If so, he needs to share more cookies per child. Etc. 26. Try to decide which operation is needed. Draw a picture if necessary. 27. Do both strings equal 30? How are the strings different? What do you think about using one in a string? 28. How many factors does one have? 29. Multiples are when you count by that number. Try a Venn Diagram or lists to find the common multiples. 30a. When finding the prime factorization of a large number, it helps to see if 2, 3, 5, or 7 will go into it evenly. This will often break the number down into an easier number to work with. 30b. Think about the vocabulary words we have covered in this book to give you ideas on how to describe your number. 31. Factoring may help! 32. What does each clue tell you about the number? Try to narrow down the possibilities. 33. What does each clue tell you about the number? Try to narrow down the possibilities. 34a. Try to decide which operation is needed here. 34b. Try drawing out a calendar with the first on a Thursday.

34c. You will need to know the information from 34b to answer this one! 34d. Try to find the day of your birthday for a few consecutive years. Watch for what happens when the year is a leap year. 35. Try looking up information on Euclid or the Fundamental Theorem of Arithmetic to see it written in different ways. 36. Is this a LCM or GCF problem? The last statement, Add another factor so that there is only one possible solution might also be read to add another clue rather than factor. This wording may be less confusing. Investigation 5 1. Acting this out may make it easier to solve. Two decks of cards could be used. Face up cards could represent open lockers and face down cards could represent closed lockers. 2. Do problems 2a and possibly 2b by acting it out and see if you see a relationship between the student numbers and the answer. Use this to help you answer 2c and 2d. 3a. Which students can touch locker 13? Which of these students can also touch locker 81? 3b. Which students can touch locker 140? Which of these can also touch locker 210? What kinds of numbers are we getting? 3c. Can we use what we learned to help us find the answer to Problem 3c? 3d. Can we use what we learned to help us find the answer to Problem 3d? 4. Read all of the clues and then decide which clue to start with. List possibilities and scratch them out as you read the other clues. 5. Use a technique like rainbows or an organized list t help you find all of the factors. 6. Check the vocabulary words in the book for ideas about what you can say about the number. 7. Try 51 and see if its prime. If it isnt prime, try 52 and see if its prime. If it isnt prime, try 53, etc. 8. Try some numbers that end in zero to see if 2 and 5 are factors.

9. Make a list of possibilities and cross off ones that dont work. 10. Make a list of possibilities and cross off ones that dont work. 11. Once you have written the problem, check it to see if it works. Use vocabulary words from the book to help you come up with clues. 12. Look at several of the possible numbers with 2 and 3 as factors. What do these numbers have in common? 13. Look at several of the possible numbers with 3 and 5 as factors. What do these numbers have in common? 14. Find the first couple numbers with 2 as a factor and then look at these answers. How are they alike? Is there a pattern to these numbers? Can you use the pattern to help you find the rest of the answers? 15. Adjacent means next to. Two and three are next to each other when we count. 16. Make a list of primes to help you. 17. Make a list of prime numbers to give you an idea of what numbers could be used as addends. 18. Try finding the prime factorization of each number to help you. 19. What four primes would these have to be if you want the least number? 20. Use a list of primes to help you find all of the twin primes. Make a list of the numbers in between the twin primes. What do these numbers have in common? 21. It may be helpful to list the factors and the prime factorization to answer this one! 22. Try to find some numbers with both 2 and 6 as factors. Are there other factors that also work every time? 23. Use what you learned in problem 22 to help you. 24. Use what you learned in problem 22 to help you. 25. Try to find the sum of the proper factors of these numbers to help you answer this one.