Name: Mrs.

Cano

Grade Level: 2nd

Title of Lesson: Prime and Composite Numbers

Texas Essential Knowledge and Skills/Standards: (E) locate the position of a given

whole number on an open number line; and (F) name the whole number that corresponds
to a specific point on a number line. (A) model, create, and describe contextual
multiplication situations in which equivalent sets of concrete objects are joined; and(B)
model, create, and describe contextual division situations in which a set of concrete
objects is separated into equivalent sets.
Objective/Purpose: Students will be introduced and reinforced to prime and
composite numbers. Students will identify prime and composite numbers.

Introduce Lesson: Students have knowledge on number patterns, odd and even numbers, and
how to skip count as a way of multiplying. The students have been working on prime and
composite numbers using their foldable in which they have created and worked on. Students have
also been introduced the rules that apply to prime and composite numbers. In order to scaffold the
new concept, review the rules of prime and composite numbers and move on to the new lesson.
Ask them what are prime numbers? What are composite numbers?
Example: Scaffold concept (prime and composite numbers) by reviewing prime and composite
numbers by providing students a worksheet using a T-chart. It has been created. On the right side
of the chart students will write prime numbers 1-100 and on the other side students will write the
composite numbers from 1-100. The card numbers 1-100 are in a brown bag please pull one out
individually and ask the students if they know if it is a prime or composite number. Have some
students come up to the T-chart and write it down (my students love to use those colorful
markers!). Students should be fully engaged during this quick activity.
Lesson: Before beginning the lesson re-spiral what students have learned so far. Review the
rules that apply for the prime and composite numbers. Place students in groups of four I have 25
children . Lesson: Randomly handout my magnetic numbers to students. I have also put up
two hoops up on the board. Red hoop is for the prime numbers and the yellow hoop is for the
composite numbers. Ask students to come up and place their numbers in the right hoop. After
they finish placing the numbers in the hoops, discuss some of the numbers with the class. Please
use the pointer during this discussion. Engage students by asking them about the numbers. Then
have students turn and talk to their peers to discuss the placement of some of the numbers.
Students have to prove and convince the other students why some of the numbers need to be
moved. In order to prove their point have students have a Math journal with prime and composite
rules and examples. When students are done show them a video on brain pop about the new
concept. Here is the link provided: https://jr.brainpop.com/math/. While in their groups of four
have my students use their netbooks to play a game with prime and composite numbers. The
netbooks already have the app downloaded. Lastly have students go back to their original

seats and go over the prime and composite rules. Then have them work on a prime and
composite worksheet.
Re-Teach: If students did not understand the concept go over the rules and show them
examples on the board. Re-engage their interest by giving them a number and have students
write it on the board each taking turns. To assess their knowledge hand them a worksheet.

Foldable