Curry Lesson Plan Template

Objectives
Content Area: Math
Grade Level: 5th grade
Lesson Length: 30 minutes

Contextual Information and Rationale

Students have been developing their number sense in math by investigating characteristics of even and odd numbers and reviewing factors and multiples. Today we
are continuing our work with factors and multiples and connecting this concept with prime and composite numbers. The lesson will focus on using physical and
virtual tiles to build rectangles. We will consider how many different length/width combinations we can make given a certain number of tiles. In other words, how
many factors does a given number have? The lesson will be taught to the whole class of 23 students with the primary goal of providing hands-on experiences to
connect with the abstract concept of prime and composite numbers as well as factors and multiples.

Understanding numbers is a skill students will need throughout their life whether in their future professions or personally (groceries, bills, cooking, baking) This
lesson fits into a broader sequence of learning for our class as the connecting lesson between key number sense concepts. With student’s mastered understanding
of factors and multiples, they will be able to access the concepts of prime and composite. Following mastery of these concepts, students will take a summative
assessment. Though the assessment will be summative, students will utilize these skills throughout the year in all of our math.
Lesson Objectives
State and/or National Standards: Learning Targets (Written as KUDs):
5.3 The student will a) identify and describe the characteristics of prime and Students will know:
composite numbers;  A prime number is a natural number, other than one, that has exactly
two different factors, one and the number itself.
 A composite number is a natural number that has factors other than one
and itself.
Students will understand:
 Number sense develops through experience.
Students will be able to:
 Represent prime and composite numbers using tiles and virtual
manipulatives.
 Assessment
Assessment
Assessment Descriptions: Criteria: Describe how students will demonstrate Use of Assessment: Describe the feedback you will
Describe how you will assess students. mastery. provide, potential plans for adjusting instruction, etc.

Formative Assessment 1: Making Rectangles
Working in pairs, students will use manipulatives to Mastery is demonstrated if:
build rectangles with a given number of tiles. Students
will record all the length and width possibilities.
Students will be assessed as they complete the activity
for 5 and 6 tiles, after receiving instruction and guided
practice with 2, 3, and 4 tiles.
Standards assessed: Do
Formative Assessment 1: Making Rectangles
- Students are able to identify all possible
length/width combinations with 5 and 6 tiles If mastery is not demonstrated…
(5 and 1; 6 and 1, 2 and 3 respectively)
Formative Assessment 1: Making Rectangles
If mastery is demonstrated…
- Instruction will proceed as planned below
- Prompt students to use their factory rainbow
strategy and make a factor rainbow with the
given number of tiles.
- Monitor students’ progress and provide
support during the lesson activities as
needed.

Formative Assessment 2: Vocabulary Call Back
Completed independently using hand motions and
auditorily. Students will respond to a set of prompts in
which they recall the differences between a prime and
composite number. The prompts will be based on
instruction given throughout the lesson.
 Prime- 1 and itself
 Composite- lots of factors
Standards assessed: Know
Formative Assessment 2: Vocabulary Call Back
Mastery is demonstrated if…
- Students are able to call back the correct
prompt and hand signal with prime- 1 and
itself.
- Students are able to call back the correct
prompt and hand signal with composite- lots
of factors.
Formative Assessment 2: Vocabulary Call Back
If mastery is demonstrated…
- Instruction will proceed as planned below
If mastery is not demonstrated…
- Clarifying instruction will be provided in small
groups that will follow for guided practice.
- Monitor students’ progress and provide
support during the lesson activities as
needed.
 Instruction

Instruction
Use the columns below to detail what the teacher and students will be doing throughout the lesson, as well as the materials, resources, and technology that will be
used. You are encouraged to divide your plan into sections based on the instructional model you are using.
Teacher: Student: Materials, Resources, and Technology:
*Italics denotes scripting
Introduction and Goal Orientation Introduction and Goal Orientation Introduction and Goal Orientation
Today we are going to continue learning about 1 minute
factors and multiples and considering a new way
we can classify numbers. - Students sitting at assigned tables.
Participating in discussion and actively
Goals for today: listening.
- Learn the definition of a prime and
composite number.
- Build models to explore the factors of a
number.
Connecting to Prior Knowledge/Experiences Connecting to Prior Knowledge/Experiences Connecting to Prior Knowledge/Experiences
We’ve been learning about factors and multiples. 1 minute
Next, we are going to learn about another way - Students sitting at assigned tables.
we can classify numbers: prime and composite. Participating in discussion and actively
Give me a silent thumbs up/down if you’ve ever listening.
heard of prime and composite numbers. - Students showing thumbs up/down for
activating prior knowledge.

Tasks and Activities Tasks and Activities Tasks and Activities

Transition: This lesson will begin after students 25 minutes  Making Rectangles recording sheet
sing a math song and gather at the front of the printed out.
room.  Tiles and manipulatives
 iPads for digital manipulatives if desired
*See Appendix A for the activity we will be
completing throughout the lesson.
Building Rectangles:
Building Rectangles
 I do- Model building rectangles with 2
tiles. Only 1 l/w combo (1x2)
 We do- Interactive model building
rectangle with 4 tiles. Start with 4x1. Is
there another rectangle we can make?
 You do together model- students model Ways to Share our Thinking Prompts:
working together to complete with 3
tiles.
o Instructional dialogue prompts
 You do together- in heterogeneous
partnerships, complete the activity for 5
and 6 tiles.
Formative Assessment 1: Making Rectangles
 Informally assess students as they
complete ‘you do together activity.
 Provide feedback and support to
students that demonstrate confusion or a
lack of mastery.
Prime and Composite
 What do you notice about some
numbers? (some have more factors then
others)
 Mathematicians long ago noticed this too
and labeled the set of numbers with only
2 factors (1 and itself) a label. We call
those numbers prime and number with
more than 2 factors composite.
 Teacher technology ready to project
Prime Climb graphic and reflect
modeling.
 Students sitting with assigned math
partners (heterogeneous pairings)
 Students actively listening and
participating, eyes on speaker, talking to
partner when appropriate.
 I agree with _____ because _______.
 I do not understand _____. Can you explain
this again?
 I disagree with ____ because ______.
 How did you decide to ____?
Formative Assessment 1: Making Rectangles
- Students share their work and explain
when requested.
Number Talk:
 Students participating fully by looking at
graphic, talking math with partner, and
sharing with the whole group.
 Instructional Dialogue Model: I am going
to try a new conversation facilitation
model during our number talk today.
  Vocab call backs: prime-1 and itself,
composite- many factors. (repeat 5
times)
Number Talk
 Looking at this cool graphic again and
thinking about factors, multiples, even
and odd numbers, and now prime and
composite numbers.
 Look again (30 sec.), what do you notice?
Turn and talk with your partner (30 sec.),
Share out (2 minutes).
 Hmmm I love how we are connecting
these ideas. Think about…
Formative Assessment 2: Vocabulary Call Back
 Students respond to vocabulary call
backs quickly.
 Students are dismissed to small groups
for continued math instruction and
guided practice.
Instead of students responding to
teacher posed questions and then the
teacher calling on the next student. I will
pose an initial question and call on the
first student to respond, then that
student will call on another student after
he/she is finished sharing their thinking.
It is my hope and intention that students
will take ownership of their learning and
begin to connect their thinking with
others.
Formative Assessment 2: Vocabulary Call Back
- Students respond with correct verbal and
hand motion response to
prime/composite call backs.
Anticipated misbehavior during Building
Rectangles and Number Talk:
 Off task conversations.
 Students not working together
productively or kindly.
Plan Responses to possible misbehavior:
 Proximity to chattier students. Subtle
cues (hand on shoulder, finger pointing
to work) to redirect students.
 State positive behaviors observed during
activity.
 Asking content related questions that
redirect students to their work.
Closure Closure Closure
1 minute
Wrap-Up: Today we built rectangles with tiles
and considered the way factors are related to - Students actively listening
prime and composite numbers. We learned that - Students dismissing to small groups with
prime numbers only have two factors: 1 and materials.
itself; and composite numbers have many factors.

Dismiss for small group instruction.

 You need your math notebook and iPad.
 Students will continue to work and finish
the making rectangles activity during
small group time.
Appendix A:
Appendix B: Prime Climb Graphic