Lesson #

11

Prime and Composite Numbers

(Factors/Multiples)

Teach
er
Date
Time

Unit/Stra
nd

Number

Grade

Ria Beekman
April 13 15
40 min
6

CURRICULUM OUTCOMES
GLO:
SLO:

Develop number sense.

3. Demonstrate an understanding of factors and multiples by:
determining multiples and factors of numbers less than 100
identifying prime and composite numbers
solving problems using multiples and factors.
[CN, PS, R, V]

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Know what a prime number is.
2. Know what a composite number is.
3. Identify a prime number and explain why they chose this number.

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Observe students throughout the lesson. Do students understand

what a prime number is? Can students identify a prime number and
justify why they chose this number?
What is a prime number? Is _____ a prime number? What is a
composite number? How do I know that _____ is/isnt a prime
number?
Worksheet/questions in their book

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies Math 6

MATERIALS AND
EQUIPMENT
Smart board slides
Hundreds charts Worksheet (In sheet
protectors)
Washable markers

Definitions sheet Print on RED

PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Advance
Organizer/Agenda
Transition to Body

Introduction
Lets be ready to start in 5!
What is a prime number? Give me an
example! Lets see who can remember from
last class
- What is a composite number?
Prepare smart board slides. Print off hundreds
charts.
Today we will mostly be working with prime and
composite numbers.
Body

Time

1 min

Time

2
Learning Activity
#1

Smart board slides (definitions worksheet):

-

(Students will fill in the definitions of prime and

composite numbers and factors and
multiples so that they can refer back to their
definitions in later classes.)
What is a prime number? (numbers that you
can only divide by itself and by 1; it has two
factors)
o Examples: 5, 7
What is a composite number? (numbers

that can be divided by more than two different

numbers; has more than two different factors)

Examples: 4, 8, 9
- Briefly explain what factors (numbers you
can multiply together to get another
number) and multiples (a number that is
the product of two whole-number factors;
eg. 8 is a multiple of 4 because 4 x 2 = 8)
are and give a few examples.
A: Ask specific questions to students to see
whether they understand what a prime number is
and what a composite number is.
D: Different leveled questions. Visuals such as the
hundreds chart for students to check.
Hundreds chart in sheet protector
- Students will work individually to find which
numbers are prime numbers. The prime
numbers should be colored in. (*Remind
students that the numbers that are left
uncolored are composite numbers.)

10 min

Assessments/
Differentiation:

Learning Activity
#2

(I might want to ask students to find the prime

numbers between 1 and 30 first so that they
can focus on these more specifically.)

Find MULTIPLES of 2
Find FACTORS of 36
Etc.
A: Observe students while walking around the
class. Check in with individual students and have
them tell me the definition of a prime
number/composite number for example.
D: Help students according to their needs. Some
student will be able to do these things mostly on
their own while others will definitely need more
assistance.
Examples on the board:
Create factor rainbows for specific
numbers and have students come up to
fill in the factors.
Ask students to color in the multiples of 2, of

20 min

Assessments/
Differentiation

Learning Activity
#3

10 min

Assessments/
Differentiation
CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

3, of 4, etc.
A: Observe students while they come up to fill in
the factors on the rainbows.
D: Ask different students to come up depending on
their level of skill and assist them when necessary.
Is 40 a prime number? Why not?
Please put away your math binders and well
continue with this tomorrow!
Closure
Through observations since this was pretty much
the first class that we had with prime, composite,
factors and multiples.
Ask students what they know about prime and
composite numbers. Check for understanding
often.
Provide students with positive feedback
throughout the lesson to guide them to the
correct answer and to help them understand the
concepts.

1 min
Time

Enjoy your lunch!

Reflections
Hundreds chart in sheet protector: Great Idea!! Students
loved this and were more willing to try different things as
their answers were quickly erasable.
Doing examples together is a great idea continue pulling
students into the conversation/discussion and ask questions
at their level. Make students feel like they can contribute
Definition sheet was useful for students to look back on.
Goals:
- If students mix up two concepts (factors/multiples)
focus on their difference to make things more clear.

DEFINITIONS YOU NEED TO KNOW!

Prime Number:
______________________________________________________________________
______________________________________________________________________

Composite Number:
______________________________________________________________________
______________________________________________________________________

Factor:
______________________________________________________________________
______________________________________________________________________

Multiple:
______________________________________________________________________
______________________________________________________________________