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ED 345 Calvin College Teacher Intern Lesson Plan

Teacher Intern: Silvia Suchec Date: March 29th, 2017

Grade Level: 4th Subject/ Topic: Math/Prime and Composite Numbers


(5.5)
CONTENT MANAGEMENT: OBJECTIVES & PREPARATION

Main Focus: Knowing multiplication facts can help students identify numbers as prime
or composite.

Brief Context: Working with prime and composite numbers involves working with
factors and multiples. In upcoming lessons, students will use factors and multiples in
their work with fractions.

Prerequisite Knowledge/Skills:
Students know how to find the factors of a number and multiples of a given
number. This will help them determine if a number is prime or not.

Objectives: [Indicate connections to applicable national or state standards.]


SWBAT determine whether a number is prime or composite.
SWBAT use manipulatives and prior knowledge to guide their thinking
4.OA.B.4 Find all factor pairs for a whole number in the range 1100. Recognize
that a whole number is a multiple of each of its factors. Determine whether a given
whole number in the range 1100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range 1100 is prime or
composite

Assessment: [Formative and Summative]


Review on GoMath and Independent work the next day after learning the material
Formative: Questioning and thoughtful listening as students are working in pairs

Technology:
Chromebooks for GoMath Review
Materials:
Prime and Composite Numbers Group Activity Sheet
Counters
Chromebooks

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into


the content.]

In today's lesson, the students learn to identify a whole number as prime or composite.
This aligns with 4.OA.B4 because the students find all factor pairs for a whole number
in the range 1-100. Determine whether a given whole number in the range 1100 is
prime or composite.
To get the students started, I review by asking a question. "How can we find the factors
of a whole number?" I give the students a few minutes to think about the question. I
take a few student responses. After getting a few responses brief todays lesson. Today,
you use what youve been learning this week by using multiplication to help find the
factors of numbers. Then you will identify that number as being prime or composite.

Development: [It may help to number your steps with corresponding times.]

I call the students to the carpet as we prepare for a whole class discussion.
I begin by going over important vocabulary for this lesson. The students will have to
know these terms to understand the lesson.

Vocabulary
A prime number is a whole number greater than 1 that has exactly two factors, 1 and
itself.
A composite number is a whole number greater than 1 that has more than two factors.
Factors are numbers that are multiplied together to find a product.
I read the vocabulary with the definition, then the students repeat it after me. We begin
to practice the skill by finding the solution to a problem. I write the problem on the
board.

Problem
Identify 23 as prime or composite
In order to determine if a number is prime or composite, we must find all of the factors.
What are the factors of 23? Let's find out.
I send the students back to their seats because I want the students to work hands on
while we are solving this problem. The students are given counters to use for this
activity.
"We learned yesterday that making arrays can help find factors. (this was a spur of the
moment addition to a lesson
How many equal groups can we separate the number 23 into? Take your counters and
separate the 23 pieces into equal groups. Write down the multiplication facts as you do
this."
I allow the students to work independently at their desk to discover the number of even
groups that they can separate the 23 counters into. I walk around to monitor as the
students do this. I have to remind the students that equal groups mean that each row
has the same number of counters because some of the students are having difficulty
separating the counters. For studnets who need more guidance, I ask, "What can you
multiply to get 23?"
After giving the students about 5 minutes to do this, I call the students back together as
a whole class. I ask the students to share their discovery. We review the definitions for
prime and composite number. Based on the definition, the students determine that 23 is
a prime number because the factors are 1 and 23.
This one example is just to expose the students to the skill. Because I want the students
to have plenty of time to explore and learn with the counters, we move on to working in
groups

Group Activity
For this activity, I put the students in pairs. I give each group a Prime and Composite
Numbers Group Activity Sheet and counters. The students must work together to find all
the factors of a whole number, then identify the number as prime or composite. They
must use the counters to make arrays to represent the multiplication equations that
correlate with the whole number. Multiplication charts will be available for students who
have not mastered their multiplication facts. The students must communicate precisely
to others within their groups. They must use clear definitions and terminology as they
precisely discuss this problem.
The students are guided to the conceptual understanding through questioning by their
classmates, as well as by me. The students communicate with each other and must
agree upon the answer to the problem. Because the students must agree upon the
answer, this will take discussion, critiquing, and justifying of answers by both students.
As the pairs discuss the problem, they must be precise in their communication within
their groups using the appropriate math terminology for this skill. As I walk around, I am
listening for the students to use "talk" that will lead to the answer. I am holding the
students accountable for their own learning.
As they work, I monitor and assess their progression of understanding through
questioning.
1. What multiplication facts have a product of this number?
2. What patterns can be used to identify the factors?
3. How does drawing arrays help solve the problem?
4. Is this number prime or composite? How do you know?

Any groups that finish early, work on the GoMath! Review for 5.4.

Closure:
To close the lesson, I have a few students share their answers. This gives those students
who still do not understand another opportunity to learn it. I use the document camera
to show the student's work during this time. Some students do not understand what is
being said, but understand clearly when the work is put up for them to see.
Students need to see good work samples, as well as work that may have incorrect
information. More than one student may have had the same misconception. During the
closing of the lesson, all misconceptions that were spotted during the group activity will
be addressed to the whole class.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage


self regulation, etc. Consider whole group and individual strategies.)
The students must communicate precisely to others within their groups. They must use clear
definitions and terminology as they precisely discuss this problem.

COVENANT MANAGEMENT: Relationship & community building (Note any


specific ways in which you plan to build community or strengthen relationships
student-student & teacher - student.]

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