Math Inquiry Lesson

Name: Mindy Ward & Stefanie Bingham

Topic: Sieve of Eratosthenes Time Frame: 30 minutes Grade Level: 5th/6th Date: November 5

Goals/Focus: Students will learn how to create and use the Sieve of Eratosthenes to find prime
numbers under 100.

Standard: (6th Grade Standard 1) Students will expand number sense to include operations with
rational numbers.

Objective 3: Use number theory concepts to find prime factorizations, least common
multiples, and greatest common factors.

a. Determine whether whole numbers to 100 are prime, composite, or neither.

b. Find the prime factorization of composite numbers to 100.

c. Find the greatest common factor and least common multiple for two numbers using a
variety of methods (e.g., list of multiples, prime factorization).

Mathematical Language and Symbols Students Should Use:

prime, composite, exponent, least common multiple, least common denominator, greatest
common factor, decimals, percents, divisible, divisibility, equivalent fractions, integer,
dividend, quotient, divisor, factor, simplest terms, mixed numeral, improper fraction

Management: Earn free time minutes using the word “Free”

Cycle 1 Task What the students What questions will I

Launch Cross out 1
Materials: Circle 2. Cross out all
Colored other multiples of 2.
pencils, 1- Go to the first number
100 number that’s not crossed out (3)
chart (1 per and circle it. Cross out any
table) multiples of 3.
Go to the first number that
is not crossed out (5).
Circle it and cross out its
other multiples.
Repeat step 4 until all the
numbers are either crossed
out or circled.
will be ask?
saying/doing
Cross out 1 What numbers can I
Circle and cross multiply together to
out. equal 1?
Circle and cross out What do you notice
Circle and cross out about the numbers
Circle and cross out we’ve crossed out so
far?
How are these numbers
similar?
Explore Identify the commonalities Discuss in groups What do the circled
Materials: among the circled to identify what all numbers have in
numbers. the circled numbers common?
have in common.
Summarize What do we call these
Materials: numbers? (prime)
What is a prime
number?
- only 2 factors (itself
and 1)
What do we call the
numbers that are
crossed out?
(composite)
What is a composite
number?
- more than 2 factors
How will I assess:
Explore- Walk around and listen to the groups talking.
Summarize- Try to call on students who I didn’t hear during the Explore segment, so I can hear
everyone during the lesson.

Cycle 2 Task What the students What questions will I

will be ask?
saying/doing
Launch Create another sieve to Each group will be
Materials: find prime numbers when given a different
Colored you aren’t sure if a number to build the
pencils, 1- number is prime. Identify sieve up to.
100 number the number as prime or
chart (1 per composite.
table)
Explore Create a sieve up to their Students will be Is your number prime?
Materials: assigned number. circling and How many prime
Colored crossing out numbers are before
pencils, 1- numbers in the your assigned number?
100 number same order as cycle
chart one.
Summarize Discuss the use of the Why would this be a
Materials: Sieve as a math tool. good skill to have?
When would you use
the information in the
sieve?
How will I assess: Summarize- Listen to student answers
Video clip:
http://upload.wikimedia.org/wikipedia/commons/8/8c/New_Animation_Sieve_of_Eratosthenes.g
if

Lesson Assessment: Give students a 1-100 number sheet. Assign each student a number to build
their sieve up to (cross out and circle the numbers in their sieve). Then have them identify their
number as prime or composite. Also give students a Venn diagram sheet and ask them to
categorize the numbers (up to their assigned number) in their Venn diagram.
Accommodations:
General: Color code steps for visual learners
Visual review (movie on Promethean Board)
ELL: word cards
Video review at the end
Student 27: Group work so he can share his thoughts.
Assign his group a higher number to engage him.
Extra proximity for behavior management.