One Hundred Hungry Ants
Title: One Hundred Hungry Ants (Lexile® measure: AD650L) Author: Elinor J. Pinczes ISBN: 9780395971239 Description: One hundred hungry ants head toward a picnic to get yummies for their tummies, but stops to change their line formation, showing different divisions of one hundred, cause them to lose both time and food in the end. cause them to lose both time and food in the end.
Find factors, common factors, and the greatest common factor of numbers; explain (Quantile® measure: 690Q)
After reading the book with your child, go back and, each time the ants reorganize into rows of 2, 4, 5, or 10, ask how many ants will be in each row. Show the multiplication statement that will make the answer 100, such as 2 x 50 = 100, 5 x 20 = 100. This means that 2 and 50 are factors of 100 and 5 and 20 are factors of 100. Ask, “What are some other factors of 100 from the book?” “Are there any that the book might have left out?” Don’t forget 1 and 100.
Set out some buttons. Arrange the buttons in rows so that each row has the same number of buttons. The number of rows and the number in each row are the factors of the number of buttons. Describe a situation such as a marching band with 60 members. Rather than marching by ones, ask your child to determine some factors the band director might use to get equal numbers of band members in each row.
Find common factors using objects. For example: Using 20 white buttons and 12 black buttons, arrange the buttons by color into rows all the same size. (5 rows of 4 and 3 rows of 4 will use all of the buttons. Four is a common factor of 20 and 12.)
Find factors, common factors, and the greatest common factor of numbers; explain (Quantile® measure: 690Q)
After reading the book with your child, go back and, each time the ants reorganize into rows of 2, 4, 5, or 10, ask how many ants will be in each row. Show the multiplication statement that will make the answer 100, such as 2 x 50 = 100, 5 x 20 = 100. This means that 2 and 50 are factors of 100 and 5 and 20 are factors of 100. Ask, “What are some other factors of 100 from the book?” “Are there any that the book might have left out?” Don’t forget 1 and 100.
Set out some buttons. Arrange the buttons in rows so that each row has the same number of buttons. The number of rows and the number in each row are the factors of the number of buttons. Describe a situation such as a marching band with 60 members. Rather than marching by ones, ask your child to determine some factors the band director might use to get equal numbers of band members in each row.
Find common factors using objects. For example: Using 20 white buttons and 12 black buttons, arrange the buttons by color into rows all the same size. (5 rows of 4 and 3 rows of 4 will use all of the buttons. Four is a common factor of 20 and 12.)
