Teacher Education Lesson Plan Template

Teacher: Lydia Hicks Date: 9/13/17

Title of Lesson: Primes and Composites Cooperating Teacher: Elizabeth Rodriguez

Practice and Review Day

Core Components
Subject, Content Area, or Topic
Math- Primes and Composites
Student Population
26 Students
5th grade classroom
Diverse Classroom
Gifted Cluster Classroom
Learning Objectives
VDOE SOL-
5.3 The student will
a) identify and describe the characteristics of prime and composite numbers;
VBO-
5.1.4 The student will identify and describe the characteristics of prime and composite numbers.
Virginia Essential Knowledge and Skills (SOL)
The student will use problem solving, mathematical communication, mathematical reasoning,
connections, and representations to Identify prime numbers less than or equal to 100. Identify
composite numbers less than or equal to 100. Explain orally and in writing why a number is prime
or composite.

VDOE Technology Standards

N/A
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Video on Prime and Composite https://www.youtube.com/watch?v=LPlPybHzSPw
Dry erase boards
Square Tiles
Rectangles Recording Sheet
Laptops
Frayer Model Worksheets
Primes! 3-2-1 Exit Ticket
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
 Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%

Time
Process Components
5 Min *Anticipatory Set
TTW have 3-4 numbers on the board and TSW categorize them as prime or composite on
their white boards (teacher walks around and checks).
1 Min *State the Objectives (grade-level terms)
Today we will continue in our practice on identifying and describing prime and composite
numbers towards mastery.
5 Min *Instructional Input or Procedure
Video about Prime and Composite Numbers
https://www.youtube.com/watch?v=LPlPybHzSPw
5 Min *Modeling
TTW recall that when we sieved out the prime numbers from one to one hundred, all we
had to do was to take out all the numbers that were multiples of 2, 3, 5, and 7.
TTW model deciding if a number is prime or not with the examples of 30 and 31.

2 Min *Check for Understanding

TTW ask students to figure out if 37 and 39 are prime or composite (Prime/Composite).
TSW write in dry erase and the teacher will walk around to check.

32 *Independent Practice
Min 8 Minute rotations of centers
One table will be used to complete Frayer models for Prime Numbers
Students will define, give examples and non-examples for, and write characteristics for
prime numbers.
One Table will be used for students to log in to and complete their Quizizz
assignment.
One table will be used for a group conference with Mrs. Hicks to review strategies
(arrays, divisibility rules for 2-7, memorization, etc), discuss similarities and
differences between primes and composites (similarities: all counting numbers,
neither group has 1, there are odd numbers in both groups, they both have factors.
differences: primes have two factors, composites have more than two. Primes are
mostly odd, whereas there are a lot more even composites, primes all have the same
number of factors, but composites have a range of factors), and answer questions
that could be found on assessments. TSW then practice identifying prime numbers
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 s the teacher shows a number on her dry erase board and the students then write P
for prime or C for composite.
One table will be used for determining and proving if numbers are prime or
composite using square tiles. Students answers will be recorded and put into a
basket.

- *Guided Practice
***During Centers at the conference table with Mrs. Hicks***
TTW inform students that they will play a game where we are going to identify prime and
composite numbers. TTW write a number from 1-100 on her white board and the students
work independently to identify the number. They will write P for prime or C for composite.

- Assessment
Quizizz assesses independent work on identifying and describing prime and composite
numbers.
Exit ticket assesses the students knowledge of the definitions (characteristics) of prime
and composite numbers and assesses whether or not the student is able to find prime
numbers in the double digits.

5 Min *Closure
TTW inform students that a 3-2-1 Exit Ticket is in schoology for them all to fill in
independently.
TTW explain that students must fill in 3 Prime numbers (2 digit), 2 Definitions (one for
composites and one for primes), and 1 Question the student might still have (or 1 fact if
the student does not have a question).
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students were grouped by previous data on familiarity with multiplication and division facts and
familiarity with prime and composite numbers. TT needs to address misconceptions the different
groups had and challenge the advanced students.

Classroom Management Issues (optional)

Students will be working in pairs and groups at various points in the lesson. TT needs to keep this
in mind if there are students who need to not be grouped together. TTW create groups based on
ability for centers.
Students will be up and moving during center time. TTW need to be at a place where she can see
the other centers and address behavior problems as she is working with students at her center.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The one main thing I would change for this lesson would be to number the centers and let students
know to go in that order.

*Denotes Madeline Hunter lesson plan elements.

***Attached are all of the supporting documents and materials, including

instruction table tents for the three centers.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Frayer Model Instructions
1. Write your name at the top of the sheet.
2. Write Prime Numbers in the Center of the Organizer
3. Start anywhere you would like on the Chart
4. Fill in all Four Sections!
5. Have at least 4 examples and non-examples (not just in
the single digits!)
6. Write down at least two special facts that we have
talked about.
7. If you get stuck, talk it over with a friend and write your
answer in your own words.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Quizizz Instructions
1. Go to join.quizizz.com

2. Enter code _________

3. Complete the quiz (retake if you get less than a 75%).

4. Play a game in Fast Math if you finish early.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Arrays
1. Write down your name on your response sheet.
2. Pair up!
3. Pick out 16 tiles per pair and make as many arrays as
possible. Write down the factors as you go on your own
sheet.
4. Add tiles and do the same with the number 19.
5. Repeat for all numbers.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Number Factors Number of Prime or
Arrays Composite
16
19
21
37
39

Number Factors Number of Prime or

Arrays Composite
16
19
21
37
39

Number Factors Number of Prime or

Arrays Composite
16
19
21
37
39

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Name:

3-2-1 Primes!
3 Prime Numbers (2 digit!):

A.
B.
C.

2 Definitions:

Prime-

Composite-

1 Question I still have:

(or 1 special fact: )-

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015