I. Grade: 5
II. Subject: Math
III. Topic: Prime and Composite Numbers/Prime Factorization
IV. Standards: NI.G.5.1, 2
V. Objective: TSW identify numbers as prime or composite and complete prime factorization of composite numbers.
VI. Materials: construction paper, markers, cleared desktops, paper, pencil, several small, colorful pieces of poster board, masking tape
1.Focus: The teacher will have two prime numbers written on small poster boards. She will put both numbers on the board and ask students what is special about the numbers. She will ask students if either of the numbers have any factors, other than one and the numbers themselves. She will explain that in today?s lesson they will learn about prime and composite numbers.
2.Input: The teacher will display the definitions of prime and composite numbers. She will go over the definitions and give examples on the board. She will also introduce prime factorization of composite numbers. She will provide students with examples.
3.Model: The teacher will have numbers written on small squares of poster board, with masking tape on the back. (The number squares need to be small, but large enough for everyone to easily see). She will also have the (x) multiplication symbol written on several pieces of poster board. She will model prime factorization, using the colorful poster board. She will display the squares on the white board. (You could use a chalk board, if you don?t have a dry/erase board).
4.Check for Understanding: The teacher will check for understanding by orally asking questions, listening and observing student response, throughout the lesson.
5.Guided Practice: The students will create their on construction squares. Each child will write the numbers 1-20 on construction paper. The construction paper should be divided into small squares. The students will need around five of each number and around ten multiplication signs. They will cut the numbers out.
The teacher will display a number on the white board. The students will then display the same number, using their construction squares, on their desks. They must first decide if the number is prime or composite. If it is composite, they will demonstrate prime factorization, again using their construction squares. The teacher will walk around the room to ensure student understanding.
6.Independent Practice: The students will put construction squares away. (The best thing to do is give each child their own Ziploc bag). The teacher will write several examples on the board for students to complete with paper and pencil, independently. She will also assign a few examples for homework.
7.Closure: The teacher will complete one more example on the board, using her poster board squares. She will remind students of the definition of prime and composite numbers and explain that future lessons will build on this lesson. She will ask students to raise their hands if they have any last questions.
VIII. Assessment: The teacher will ask oral questions throughout the lesson. She will also walk around the room to observe students as they complete examples. She will review each child?s work, completed during independent practice.
IX. Reflection: This lesson worked really well. The students just have to get used to working with the construction squares. I would recommend having them put them in piles before they begin to try any problems. For example, put all the ones in a pile and all the twos in a pile, etc. Once they get the hang of using the squares, they enjoy them, and it gives them something hands on to work with.