Date: 11/15/23 Teacher Name: Delaney Dillard Class: Math 6

Grade Level: 6 Unit Name/Topic: Prime Numbers Lesson Number: Length: 45 mins

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

Number Sense - 6.NS.6 - Identify and explain prime and composite numbers.

Mathematics Process Standard(s):

PS.2 - Reason abstractly and quantitatively

Academic Content Language (content vocabulary, discourse, syntax):

prime, composite, multiples, factors

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that prime numbers are essential building blocks in What are prime and composite numbers, and why are they important in
mathematics, and the ability to identify them is crucial in understanding number mathematics?
theory. How do we identify and differentiate between prime and composite numbers?

Student (SMART) Objectives(s) with academic language function:

Students will be able to demonstrate understanding by identifying, explaining, and differentiating between prime and composite numbers using academic language
function (e.g., factors, multiples, divisibility)

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will exhibit their learning by participating in class discussions, Formative:
completing worksheets, and solving problems related to prime and composite
Observations during class discussions, completion of in-class
numbers.
activities, and responses to questions

Evaluative Criteria: Summative (if any beyond the performance task):

Success would entail accurately differentiating between prime and composite Prime factorization tree worksheet
numbers, explaining their reasoning using appropriate mathematical vocabulary,
and applying the concepts to solve problems.

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other: 100s chart

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Who will provide that Why? What’s the intention I did not use technology for this lesson.
Needed (Special support? Where will that
Education Support support be provided?
and/or
accommodations
and
modifications)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect to Rationale: (Based on
& build in checks for understanding) prior knowledge & assets): Research/theory)

5 min Greeting students as they come in, waiting for entering the classroom, getting settled Gives students a
students to be seated and settled chance to take a
breather before class
starts, gives the teacher
a chance to catch up
with students

2 min After providing a list of prime numbers on the using pencil & paper to do exploratory Gives students a
board, walking around the classroom, ensuring multiplication/division and try to find chance to
students stay on task multiples of said numbers independently attempt
to discover why prime
numbers are prime

use 100s chart, use colored pencils to circle all of the multiples with a certain color (multiples of 2-9)

5 min guiding lesson on how to use the 100s chart, answering questions, helping with the Creating a space for
aiding in the multiples of 2 and 3 multiples of 2-3 learners to be actively
engaged in teacher
instruction

12 min pairing off students and walking around the in pairs, circling the multiples of 4-9 in Student-led learning as
classroom different colors they work in pairs to
continue narrowing
down prime numbers
(and unknowingly
working to find
composite numbers)

5 min guiding a conversation about composite answering questions, making comments reporting back to the
numbers on the chart about their 100s chart observations and class and inadvertently
 about composite numbers teaching each other
about
prime/composite
numbers

10 min introducing the dot square/rectangle activity: completing dot square/rectangle activity applying knowledge of
students are to write down 1-10 as dots in rows shapes and of numbers
of even lengths (as a square or rectangle). see to chart primes
what they notice about the numbers that
cannot make squares/rectangles

4 min Introducing prime factorization tree completing prime factorization tree utilizing and proving
worksheet, where students must make factor worksheet knowledge by using a
trees for numbers on the worksheet new format to view
primes and composites

2 min clean up, pack up, say goodbye (reflect on the packing up their things, cleaning up offering time to reflect
day) their area, and quietly leaving the on what we learned, to
classroom quietly be ready to go,
and to socialize for a
bit

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Was there any patterns, collective misconceptions/gaps? Who
needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you
anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.

Lesson plan inspired by chapter 25 of The Joy of X

“[Prime numbers are] fundamental. THey’re the atoms of arithmetic. … And just as everything is composed of atoms,
every number is composed of primes. For example, 60 equals 2 x 2 x 3 x 5. We say that 60 is a composite number
with prime factors of 2 (counted twice), 3, and 5.” (pg 203)