structured curriculum lesson plan day: 091 subject: mathematics grade level:

8/14/2019 Structured Curriculum Lesson Plan Day: 091 Subject: Mathematics Grade Level:

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STRUCTURED CURRICULUM LESSON PLAN

Day: 091 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6E1

ITBS/TAP:Analyze and interpret data in a chart,

choose and apply appropriate problem

solving strategies and understandnumber systems

ISAT:Understand and use methods of data

collections and analysis using a chart

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Prime and composite numbers

Materials

Six-Group Activity: Identifying FractionsMath journals

Graph paperPrepared chart

Educational Strategies/Instructional Procedures

Warm-up Activity:

Have students fill in factors for each problem. Answers will vary.

1. ____ ____ = 8 6. ____ ____ = 9

2. ____ ____ = 12 7. ____ ____ = 5

3. ____ ____ = 4 8. ____ ____ = 2

4. ____ ____ = 6 9. ____ ____ = 10

5. ____ ____ = 7 10. ____ ____ = 11

Discuss all possible answers for each problem.


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Lesson:

Review terms product and factors. Product is the answer to a multiplication problem.Factors are the numbers multiplied to find a product.

factor

factor = product

Introduce prime and composite numbers. A prime number is a number that has only 2factors one and itself. A composite numberhas more than 2 factors. The number 1 isneither a prime number nor a composite number because it has only 1 factor.

Provide students with a sheet of graph paper and a duplicate of the chart below:

NumberNumber of

Rectangles

Prime or

composite

Tell students that the blank

column will be filled in atanother time.

12

3

4

5

6

7

8

9

10

11

12

Using the graph paper, have students draw as many rectangles as they can for each of thenumbers on the chart. Each rectangle should have a different shape and be neatlycolored. Make sure students understand that the rectangles and are the sameshape and are just rotated. Tell students that a square is also a rectangle (4-sided figurewith opposite sides equal). Have students record their findings on their charts.

Tell students to save their charts, or collect and store charts. They used in subsequent

lessons.


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Example:

Discuss completed rectangles and charts. Have students name the prime numbers

through 12. (2, 3, 5, 7, 11) Ask students whether they identified one as prime orcomposite. Their response should be neither. Ask why. (The number 1 has onlyone factor)

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lessonand no if they did not. If the answer is no, say: The statement is true, but it was not

heard in todays lesson.

1. Factors are the numbers multiplied to find a product. (yes)2. 8 is a composite number because it has more than two factors. (yes)3. 1 is neither prime nor composite because it has only one factor. (yes)

4. An acute angle is less than 900. (no)5. A prime number has only two factors. (yes)

6. The first five prime numbers are 2, 3, 5, 7 and 11. (yes)7. 200 + 80 + 3 is the expanded form of 283. (no)8. The answer to a multiplication problem is called the product. (yes)

9. A composite number has more than two factors. (yes)10. 4 quarts is equal to 1 gallon. (no)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Set Up

a teacher-directed activity.

Math Workshop

Have students work in theMath Workshop after completing their Free-Choice Lesson.

2

1

3

4

Numb

Number Prime or

12

34

11

12

NeitherP

PC


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Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons

Connection(s)

Enrichment: Have students find the prime numbers between 26 and 50.

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Informal: Student response during lesson, Ten Statements.

Homework

Have students draw a chart like the one used in class for the numbers 13 to 25. Assign

students to use the remainder of the graph paper (or new sheet) to draw the rectangles for13 to 25 and then complete the chart.

Teacher Notes


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Six-Group Activity

Fractions: Identifying Mixed Numbers, Improper Fractions, and Proper Fractions

Materials:

20 index cards (3 x 5)

1 black marker1 pencil

Prepare the following index cards and sample reteaching model. Use a black marker towrite the problems on the front of the index cards. Use a pencil to write the answers

(located in parentheses) on the back of the index cards.

3

3(I) 2

3

4(M) 28

4(I)

2

4(P) 4

4

8(M) 20

21(P) 5

1

2(M) 2

6(P)

16

3(I)

7

7(I)

6 35

(M) 84

(I) 416

(P) 93

(I) 1010

(I) 16

(P) 7 28(M) 21

6(I) 5

6(P) 2

5(P)

Lay the study board on the table with a sample of each form of fraction. Explain to thestudents that a proper fraction has a numerator which is less than the denominator.

(1

33

6

1

20, , ) A proper fraction is less than all the parts the whole is divided into. The

value of a proper fraction is always less than one.

When the numerator is equal to or greater than the denominator, the fraction is improper.An improper fraction is more than the total parts in the whole. The value of an improperfraction is either equal to one or greater than one. A mixed number is a whole number

written next to a proper fraction: 13

52

1

210

3

5, , .

Say: We are going to do an activity that calls for you to identify a fraction as P for

proper fraction, I for improper fraction, and M for mixed number. Lay one of the cardson the table and give the students one to two minutes to write the answer. Turn the card

over and reveal the answer. (As you reveal the answer, say: The answer is). Thendo this with the rest of the cards until completed.

Have students who have mastered this skill simplify the problem. If the problem cannotbe simplified, have the students write C for complete.

Copy this study board and use this to reteach this lesson.


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Different Fractions

2

6proper (P) 2

3

6mixed (M)

5

3,5

5improper (I)

Show the students the model of different fractions and explain why they are different.

Example:2

6is a proper fraction because the numerator is less than or smaller than the

denominator.5

3and

5

5are improper fractions, because the numerator is greater than the

denominator (5

3), or the denominator and numerator are the same (

5

5). A mixed fraction

is a fraction that has a whole number and proper fraction. 23

6.


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Day: 092-093 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6E1

ITBS/TAP:Analyze and interpret data presented in

appropriate problem solving strategies and

understand number systems

ISAT:Understand and use methods of data collectionand analysis using a chart

Unit Focus/Foci

Fractions


Prime and composite numbers, Part 2

Materials

Six Group Activity: What are Fractions

Math journalsCharts from previous lesson and homework


Warm-up Activity:

1. Instruct students to define prime and composite numbers in their math journals.2. List the prime numbers between 1 and 12.

Lesson:

Review the terms factors, product, prime, and composite. Have students take out theircharts from the previous lesson and homework. Tell students that they are going to list inthe blank column all the factors for each of the numbers 1 through 25. Have them writeFactors in the empty title box of the chart. Tell students that the factors are to beseparated by commas.

Tell students to write the factors of 2 (1 and 2) separating them using a comma (1,2).


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Ask students for the factors of 3 (1 and 3) and write them on the chart. Have studentsgive the factors of 4 (1, 2 and 4). Ask how they will list the factors. (Only once. For

example 2 2 = 4. The 2 is listed with the factors only once.)For larger composite numbers, students may find it easier to pair factors and then list

them in ascending order. For example, when listing the factors of 12 tell students to pair

them 1 12,2 6 and 3 4. Then they could list them 1, 2, 3, 4, 6, 12.

Discuss completed charts.

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson

and no if they did not. If the answer is no, say: The statement is true, but it was notheard in todays lesson.

1. A composite number has more than 2 factors. (yes)2. 6 and 9 are multiples of 3. (no)

3. One is neither prime nor composite. (yes)

4. In the fraction 34

, the 4 tells how many parts it takes to make up a whole. (no)

5. The factors of 6 are 1, 2, 3, and 6. (yes)

6. When writing the factors for a number list each factor only once. (yes)7. A prime number has only 2 factors. (yes)

8. When listing the factors of 12, pair them, such as 1 12, 2 6, and 3 4. (yes)9. The distance around a circle is called the circumference. (no)

10. Factors are the numbers multiplied to find a product. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Whatare Fractions as a teacher-directed activity.

Math Workshop



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LA: Understand explicit, factual informationUnderstand the meaning of words in context

SC: Apply scientific method to solve problemsAnalyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons

Sequence information, especially using time linesSelect appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:


Technology:

Assessment

Informal: Student response during lesson Ten Statements.

Homework

Assign students to list the factors for the numbers 30 through 42.

Teacher Notes


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Six-Group Activity

Fractions: What are Fractions?

Materials:

15 index cards (5 x 7)1 pencil

1 envelope (9 x 6 )Scissors

Glue15 Activity Cards

Prepare the following index cards using scissors to cut out the activity cards included inthe pages that follow and glue each to an index card. On the opposite side of the cards,

write the answers using the pencil.

Note: For the cards with the pictures, have students write a fraction for the shaded part in

each figure.

2

4

5

12

6

8

6

10

2

7

2

5

5

7

12

5

3

12

4

12

1

12

50

100

6

8

6

24

Lay a card on the table and, when you show a picture card, say: Write a fraction for eachshaded card. When you show a word problem card, say: Write a fraction that describes

each situation. Turn each card over, saying: The answer is Do all cards the sameway. Allow time for each student to write an answer.

Use this study board to reteach the concept of fractions. Make a copy of this studyboard.


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What are Fractions?

A fraction is a number that names part of a whole or part of a group. A fraction has anumerator which tells how many parts you have and a denominator that tells you how

many equal parts are in the whole.

Example: The fraction2

4tells you that two parts of the figure are shaded. The whole

figure is divided into four equal parts.

Example 1. Write a fraction for the shaded part.

Step 1. Count the parts in the whole. 3

Step 2. Write 3 as the denominator.3

Step 3. Count the shaded parts. 1

Step 4. Write 1 as the numerator.1

3

The fraction is:1

3

numerator

denominator


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Example 2. Write a fraction for the shaded part.

Step 1. Count the parts in the whole.8

Step 2. Count the shaded parts. 4

Step 3. Write the fraction.4

8

The fraction is:4

8.

Tell the students they are going to do an activity that calls for them to identify parts of

fractions and use fractions that describe situations. Lay a card on the table and giveenough time for students to write the answer. When each student has had sufficient timeto decide on an answer, reveal the answer by turning the card over and saying: Theanswer is... Do this for every card. Store this activity in the envelope.


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Fraction Activity Cards


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A denominator is 4 times the numerator. The numerator is 12.

What fraction is this?

On a 12-month calendar, what fraction is represented by the firstmonth of the year?

What fraction of a dollar (100 cents) is represented by 50 cents?

Mr. Brown ordered a large pizza with 8 slices and his family ate6. Which fraction names the amount of pizza eaten?

On a 24-hour clock, what fraction of the day has passed if thetime is 6 a.m.?


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Correlations (SG,CAS,CFS): 6A5, 6B2

ITBS/TAP:Demonstrate understanding of measurement

concept and apply measurement skills

ISAT:Demonstrate understanding of measurementconcepts and skills

Unit Focus/Foci

Fractions


Fractions as part of one whole, writing fractions

Materials

Six Group Activity: Set UpMath journals

Homework sheet20 snap cubes (10 each 2 colors)


Warm-up Activity:

Prime or composite?

1) 12 4) 8

2) 11 5) 213) 13 6) 23

Write all of the factors for the following numbers. List each factor only one time.

7) 12

8) 19

9) 210) 14


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Lesson:

Explain that a whole can be divided into equal parts, and that each equal part is called afraction. Draw the following figures on the board and ask students which figure isdivided into 3 equal parts. (B) Be sure students understand that equal parts means that

the parts are the same size.

A.

Next draw a square on the board and have a student divide it into 4 equal parts. Possible

answers:

, , ,

This activity can be repeated by drawing rectangles and circles and having students

divide those figures into various equal parts on the chalkboard and in their math journals.

On the board, draw the chart with column headings only and have students copy chart intheir journals.

Number of equal parts Fraction name for each part

1

2or one-half

1

3or one third

Next, draw a rectangle with 2 equal parts under the heading Number of equal parts. Ask

studentswhat each part is called. Write 1

2 or one-half under the heading Fractionname for each part. Have students copy this in their journals. Do the same for fourths,fifths, sixths and eighths. Squares or circles can also be used.

Explain to students that with the exception of halves and thirds, all other fraction names

end withthe letters th or ths.

Parts of a fraction. The top part of a fraction is called the numerator. The bottom part of

the fraction is called the denominator. The line separating the numerator anddenominator is called the fraction bar.

numerator fraction bardenominator

B C.


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To help students remember which part is which, tell them that the words denominator anddown begin with the letter d. Therefore, the denominator belongs down on the bottom.

Next, explain that the denominator tells how many equal parts are present.

Write 1

4

2

3

, , and 5

7

on the chalkboard. For each fraction ask: How many equal parts

does it take to make a whole? (4, 3, 7) How many equal parts that you have? (1, 2, 5)How many more equalparts would you need to make a whole? (3, 1, 2)

Divide students into pairs. Give each pair 10 cubes each of 2 colors. In the absence ofcubes, any counters can be used as long as there are two different colors. Direct students

to take turns making the following trains. Have students make a train using 4 cubes ofone color and 1 cube of the other color. Ask:How many equal parts make up the whole?

(5) What fraction of the whole are the four cubes of one color? ( 45

) What fraction of the

whole is the other cube? (1

5) Pull your demo apart and ask: 4

5

1

51+ = ? ( ) Have each

student in the pair make a train with 6 cubes of one color and 3 of the other color. Askthe same questions as before.

Have students make several other trains and answer questions about them.

Ten Statements



1. The bottom part of a fraction is called the denominator. (yes)2. Except for halves and thirds, all other fraction names end with the letters th or ths.

(yes)

3. In the fraction 3

5, the 5 is the denominator. (yes)

4. A number being divided is called the dividend. (no)

5. The top part of a fraction is called the numerator. (yes)6. The first place to the right of the decimal point is called the tenths place. (no)7. The numerator tells how many parts of the whole there are. (yes)

8. If a whole is divided into 2 equal parts, each part is called one-half. (yes)9. There are 3 feet in a yard. (no)

10. The denominator tells how many equal parts it takes to make up a whole. (yes)


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Homework

What part is shaded?

1

2

1

3

1

4, ,

4

3,

4

2,

2

1

5

2,

3

2,

2

1

5

3,

8

3,

2

1

9

4,

8

4,

6

4

Teacher Notes

________ ________ ________ ________ _______

6. 7. 8. 9. 10.

1. 2. 3. 4. 5.


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Six-Group Activity

Fractions: Set-Up

Materials:


1 black marker1 pencil

1 envelope (9 x 6 )

Prepare index cards with the following problems. Write the problems horizontally on the

index cards.

2 -3

45

2

3- 2

1

42

2

4-

1

210

2

3+5

1

62

3

4+1

1

2

3 24

+ 13

+2

112

8 59

- 2 23

6 19

-2 13

3 + 13

6 +3 110

Write the answers on the back of the index cards in pencil.

2

-3

4

52

3

- 2

1

4

22

4

-1

2

102

3

+5

1

6

23

4

+1

1

2

32

4

1

3

+2

1

12

8 5

9

-22

3

6 19

-21

3

3

+1

3

6

+31

10


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Copy this study board.

On most standardized tests, fractions are written horizontally.Example:

horizontal problem: 21

3

+11

6

Rewrite the problem vertically.Example:

vertical problem:

21

3

+11

6

Explain that the set up of a problem can help students solve the problem in an orderly

fashion. If the problem has the same denominator, there is no need to rearrange theorder; but if the denominators are different, it would make sense to write the problemvertically to find the LCD.

Tell the students that you want them to risk writing the answers to these problems. Lay

one card on a flat surface and give the students one to two minutes to write the answer.After the students have written the answer, turn the index card over and say: The answeris Store this activity in the envelope.


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Correlations (SG,CAS,CFS): 6A5, 6B2

ITBS/TAP:Demonstrate an understanding of measurement

concepts and skills

ISAT:Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Fractions


Fraction as part of a set

Materials

Six Group Activity: Writing FractionsMath journals

Warm-up worksheet


Warm-up Activity:

Distribute worksheet of figures on the next page. Have students divide the figures into

equal parts and then shade in the fractional amount listed below each figure. The firstfigure has been divided for them.


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Warm-up Worksheet

1. 2. 3. 4.

10

3

8

5

4

1

3

2

5. 6. 7. 8.

4

3

6

5

5

0

2

1

9. The top of a fraction is called the ______________________________.

10. The bottom part of a fraction is called the ________________________.


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Lesson:

Review fraction parts: numerator, denominator, fraction bar.

A fraction can show an equal part of a set. A set can be a group of objects, numbers, etc.

Draw the following on the board: . Ask: What part ofthe figures aresquares? (5 out of 8 figures are squares. Therefore,

8

5 of the figures are

squares.) Draw another set of figures and ask the same question. Ask the class how manystudents are in the classroom. Ask a student what fraction of the class he/she is. Ask:What fraction of the class girls?

What fraction of the class boys? What fraction of the class are the children in row 4?

Have students write the answers and /or questions in their journals. Check that studentsunderstand that in todays lesson the denominator represents how many objects are in theset and the numerator represents how many are circled, shaded, etc.

Draw a set of objects on the chalkboard (hearts, squares, etc.) Have a student go to the

chalkboard and shade in a fraction of them. Have another student identify the amountshaded. Repeat this several times.

In their math journals, have students draw eight squares and shade in 0 to 8 of them andput a blank beneath them. Next, have students draw 6 triangles and shade in 0 to 6 of

them and put a blank beneath them. Then, have students exchange math journals with aclassmate. Tell them to write the fraction representing the shaded objects for both setsand return the math journal to its owner. Instruct the owner of each math journal to then

determine if the fraction are correct.

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson

and no if they did not. If the answer is no, say: The statement is true, but it was notheard in todays lesson.

1. The denominator tells how many objects are in a set. (yes)2. Three point seven is read three and seven tenths. (no)

3. The numerator is the top part of a fraction. (yes)4. The fraction bar separates the numerator and denominator. (yes)

5. There are eight squares and 3 of them are red. 8

3

is the fraction that would show this.(yes)

6. A fraction can show a part of a set. (yes)

7. The formula for area is length times width. (no)8. The denominator is the bottom part of a fraction. (yes)

9. A hexagon is a polygon with 6 sides. (no)10. A set can be a group of objects, numbers, etc. (yes)


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Free-Choice Lesson


Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Writing

Fractions as a teacher-directed activity.

Math Workshop




SC: Analyze and interpret data

Connection(s)

Enrichment:

Fine Arts:

Home:


Technology:

Assessment

Informal: Student response during lesson Ten Statements.

Homework

Have students draw a set of 8 objects. Tell them to shade in 0 to 8 of them and to write afraction to show the amount shaded.

Teacher Notes


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Six-Group Activity

Fractions: Writing Fractions

Materials:


1 pencil10 Fractions Activity Cards

ScissorsGlue1 envelope (9 x 6 )

Prepare the following index cards by cutting out the activity problems and gluing them to

the index cards. Use the pencil to write the answer on the back of each card.

Note: Write a fraction for each of the parts described on each card.

Answers:

9

16

7

12

3

5

60

100=

3

5

3

4

120

150=

4

5

77

280

1 451

2 000

,

,

5

12

23

36

Instruct the students to write the answer to the card. After they have written the answer,reveal the answer by turning the card over and saying: The answer is ... ... Allowstudents time to complete the problem.

Use the same study board from What Are Fractions? to reteach students.

See attached Fraction Activity Cards.

Lay a card on the table and say: Write a fraction for each of the parts described on each

card. Give the students time to write the answer before revealing the answer and saying:The answer is Store all materials from this activity in the envelope.


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A pound contains 16 ounces. 9 ounces is whatfraction of a pound?

7 months is what fraction of a year?

During a 5-day work week, James was sick for 3days. What fraction of the work week was he sick?


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There are 100 centimeters in a meter. 60 centimetersis what fraction of a meter?

There are 4 quarts in a gallon. 3 quarts is whatfraction of a gallon?

David makes $150 a week. He has spent $120.What fraction of his weeks pay has he spent?


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Madge has typed 77 pages of a report that contains280 pages. What fraction of the report has shetyped?

There are 2,000 pounds in a ton. 1,451 pounds iswhat fraction of a ton?

A foot contains 12 inches. 5 inches is what fractionof a foot?


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A yard contains 36 inches. 23 inches is whatfractional part of a yard?


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Correlations (SG,CAS,CFS): 6A5, 6B3, 6D2

ITBS/TAP:Apply estimation strategiesDemonstrate understanding of measurement

concepts

ISAT:Use mathematical skills to estimate and judge

reasonableness of results

Demonstrate understanding of measurementconcepts and skills

Unit Focus/Foci

Fractions


Estimating with fractions review formal assessment

Materials

Six Group Activity: Prime FactorizationMath journals

Optional transparency for lesson


Warm-up Activity:

Put the following on the chalkboard or a transparency or handout and have studentscomplete them.

Ask: What fraction of each set is shaded?

1. 2. 3. 4. 5.

______ ________ _________ ________ _______


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What fraction of each set is circled?

rrrrrr # # # # $ $ $ ^ ^ ^ %%rrrrrr # # # # $ $ $

___________ _______ ________ _______________

Lesson:

Review factors, product, prime and composite numbers, listing factors, parts of a fraction,and definition of a fraction as part of a set for the test next class session. Use notes andlessons from the previous four class sessions.

Introduce estimating with fractions.

Draw the following figure on the chalkboard.

Tell students that since the figure is not divided into equal parts that the shaded portion

must be estimated. Ask if the shaded portion is about ,3

1,

4

1 or2

1 . (3

1 ) If students have

difficulty with this, show4

1 and2

1 on the figure.

Draw the following glass:

Ask for an estimation of how full the glass is: ,4

1 2

1 , or3

2 . (2

1 )

Do a few more of these.


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Draw a circle and shade half of it. Draw the following circles below it:

__________ ____________ ____________

Ask how much of these circles are shaded: less than2

1 , or more than2

1 or equal to2

1 ?

Draw: . Ask students how much of the rectangle is shaded. (8

5 ) Next,

draw the following rectangles:

__________ __________ __________ __________

Ask students to determine whether the shaded areas for each are more than8

5 , less than8

5

or equal to8

5 .

Draw a line dividing it into 3 equal parts and label the parts 0,3

1 ,3

2 and 1. Have students

copy. Next, put an x above the3

2 mark.

03

1 3

2 1


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Ask students if3

2 is closer to 0,1

2or 1. (

2

1 ) They will not see2

1 on the line and may

have difficulty. Ask them where1

2would be. (Halfway between

3

1 and3

2 .) Indicate, if

desired,2

1 on the line or have a student do it. Have students copy the following number

line from or on the chalkboard.

Ask if6

5 is closer to 0,2

1 , or 1. (1) Do a few more problems like these, if desired.

Write the following on the chalkboard or a transparency can be previously prepared andused. Tell students that they can estimate with fractions to tell if a statement makes

sense. If the following statements do not make sense, tell students to indicate why theydo not.

1. In Taylors class,3

2 of the students are girls and2

1 are boys. (Does not make sense)

2. There are 8 pieces of candy in a bag. If 4 pieces are eaten,2

1 of the candy is left.

3. Betty is using a recipe that makes 6 servings. Only 5 people will be eating.

Therefore, Betty makes6

5 of the amount given by using6

5 of each of the ingredients.

4. Kevin and Bob collected rocks for

4

3 of an hour. They started at 12:00 p.m. and quit

at 1:45. (Does not make sense.)

Ten Statements



1. On the number line,3

2 is closer to2

1 than to 1. (yes)

2. If a figure is not divided into equal parts, it can be estimated. (yes)

3. A right angle is an angle that forms a square corner. (no)4. We can estimate with fractions to determine if a statement makes sense. (yes)

5. A prime number has only 2 factors. (yes)6. The top part of a fraction is called the numerator. (yes)

7. A decimal point is a dot used to separate the ones digit from the tenth digit. (no)8. Factors are the numbers multiplied to find a product. (yes)9. A line segment is a part of a line with two endpoints. (no)

10. A composite number has more than 2 factors. (yes)

06

2 6

4 1


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Free-Choice Lesson


Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Prime

Factorization as a teacher directed activity.

Math Workshop




Connection(s)

Enrichment:

Fine Arts:

Home:


Technology:

Assessment

Student responses during lesson, Warm-up activity and Ten Statements Review

Homework

Assign students to study for the test.

Teacher Notes


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Six-Group Activity

Fractions: Prime Factorization

Materials:


1 pencil1 envelope (9 x 6 )

Prepare the following index cards using the black marker to write the problems on thefront of the cards. Use the pencil to write the answers on the back of the cards.

25 88 43 96 64

30 85 57 78 45

Answers:

5 x 5 2 x 2 x 2 x 11 1 x 43 2 x 2 x 2 x 2 x 2 x 3 2 x 2 x 2 x 2 x 2 x 2

2 x 3 x 5 5 x 17 3 x 19 2 x 3 x 13 3 x 3 x 5

Have students write the factor tree for each number. Show one card at a time and giveimmediate feedback by turning the card over and revealing the answer. Say: The answeris

Use this study board to reteach this activity.

Prime Factorization

A prime number has exactly two factors, 1 and the number itself. Example: 13 is aprime number. It has only 1 and 13 as factors.

A composite number has more than two factors. A composite number may be written asthe product of prime numbers.


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Example: Find the prime factorization of 70.

Step 1. Factor 70. 7 10 70 =

Step 2. Factor 10; 7 cannot be factored. 5 2 10 =

The prime factorization of 70 is 7 5 2 .

Write the prime numbers in order from least to greatest. Check to see if the product is 70.

2 5 7

The numbers 0 and 1 are neither prime nor composite. 0 has an endless number offactors. 1 has only one factor, itself.

Use these numbers to practice prime factorization with students before you give them the

activity. 25, 44 and 92 (Answers: 5 5 2 11 2 23 ; ;2 2 )

Tell the students that they are going to do an activity on finding the prime factorization ofa number. When you lay a card on the table, have the students write the primefactorization of that number. After they have finished, turn the index card over andreveal the answer, saying: The answer is . Store this activity in the envelope.

70

7 10

5 2


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Correlations (SG,CAS,CFS): 6A5, 6B2, 6B3, 6D2, 6E1

ITBS/TAP:Demonstrate understanding of measurement

skills

Apply estimation strategies

ISAT:Demonstrate understanding of measurement

skills

Use mathematics skills to estimate and judgereasonableness of results

Unit Focus/Foci

Fractions


Formal assessment

Materials

Prepared test


Prepare test in advance and distribute to students. Answers in teachers notes.


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Test

Prime or composite. Write P or C in the blank next to the number:

1) 24 ________

2) 9 ________3) 11 ________

4) 21 ________5) 23 ________

List all of the factors for each of these numbers. Write them from least to greatest.

6) 7 ___________________ 7) 14 _____________________

8) 8 ___________________ 9) 12 _____________________

Using the words in the word box, complete the following sentences.

10) A ___________________number has more than two factors.

11) The line separating the denominator and the numerator is called the____________________.

12) The ________________ is the answer to a multiplication problem.

13) When a whole is divided into equal parts, each part is called a____________________.

14) The numbers we multiply to find a product are called ______________________.

15) The bottom part of a fraction is called the _______________________.

16) _____________________ is neither prime nor composite.

17) A ______________________ number has only two factors.

18) The top part of a fraction is called the ______________________.

WORD BOX

Numerator CompositeFactors ProductFraction bar FractionPrime Denominator

Two One


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What part is shaded?

Tell if the shaded areas are closer to 0,2

1 or 1.

26) Is the shaded area less than2

1 , more than2

1 , or equal to2

1 ? Write less, more or

equal.

_______________

27) Shade in4

3 of this square.

28) Shade in7

5 of these diamonds.

29) You have6

5 of an apple. What fraction of the apple would you need in order to have

a whole apple?

30) In the box,a) Draw a shape.

b) Divide it into equal parts.c) Shade as many of these parts as you wish.d) On the line below the box, write a fraction to show how many parts are shaded.

31) Draw a set of objects. Shade in as many of the objects as you wish. Write a fraction

to show how many objects you did not shade.

19) 20) 21) 22)

____________ ____________ __________________ ____________

23) 24) 25)

_________ ___________ __________


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Teacher Notes

Answer Key to Test:

Problems 1-29 are worth 3 points each. Problems 30 and 31 are worth 6 points each, 3

points for drawing and shading and 3 points for writing the fraction.

1) C

2) C3) P

4) C5) P

6) 1, 77) 1, 2, 7, 148) 1, 2, 4, 8

9) 1, 2, 3, 4, 6, 12

10) Composite11) Fraction bar12) Product

13) Fraction14) Factors

15) Denominators16) One17) Prime

18) Numerator

19)6

4

20)2

0

21)10

7

22)9

5

23)2

1

24) 1

25) 0

26) Less

27) Possible answer28) 5 out of 7 diamonds must be shaded.

29)6

1

structured curriculum lesson plan day: 091 subject: mathematics grade level:

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