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College of Education

LESSON PLANNING TEMPLATE

Teacher Candidate Name: Katelyn Sheridan

Grade: 6

Topic: Integrated Math

Lesson: 11/12/14

Standard/s):

6.NS.B.4 Find the greatest

common factor of two

whole numbers less than

or equal to 100 and the

least common multiple of

two whole numbers less

than or equal to 12. Use

the distributive property

to express a sum of two

whole numbers 1-100 with

a common factor as a

multiple of a sum f two

whole numbers with no

common factor.

Concept: Factors

Date of

Learning objective(s):

complete portions of the problem in pairs. Teacher will observe to

ensure students are on task and are using the correct methods to solve

the problem.

Find all

number

factors

of

given

Find the multiples of a given

number

Practice

skills

prime

factorization

Planning:

Teacher Resources (Internet Sites, Technology / Visuals): Pre made posters and math problem projected on the interwrite board.

Academic Vocabulary: Multiple, Factor, prime

Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Prime Time-Factors and Multiples text.

Groupings: Start as a full class. Class will then work in pairs to discuss each sub-section of the problem.

Family Engagement: Students and parents can review homework on Miss Windishs website. Parent Teacher conferences are this

week, any concerns can be discussed during this time.

Cite Sources- Prime Time-Factors and Multiples text page 93.

Student prior knowledge needed: Students will need to know how to factor and find the greatest common factor of two whole

numbers. They will also need to know how to find multiples.

Process:

ENGAGE

EXPLORE

EXPLAIN

Teacher

What questions will you ask?

What will you do, say, and/or

write? What tools will you use?

Students have already been

taught the skills being used. I

will ask the students if they are

excited to be investigators

today. We are going to be

finding a secret number and

that we will be solving this

mystery by factoring, prime

factorization and finding

multiples.

Teach: I will write the number

100 on the board. The students

have already learned to find

the factors, multiples and

prime factors of a number. I will

ask them to find the factors of

100. Discuss why finding the

factors of a number can be

useful and then explain that we

will be using this skill in the

following problem to find a

number.

On the board I will have each

clue mentioned in the problem

posted. As we work with each

clue I will move to that spot on

the board and write the student

responses on the board. The

first will have the clue given at

the top My number is a factor

of 90 I will ask the students

what the factors of 90 are and

we will write it on the poster

Guided Practice: Students will

be working in pairs to solve the

different portions of the

Students

What will students do? What tools will students use? Where in the classroom

are the students? How will students be grouped?

Students will listen to directions given. They should have their notebook

open and be ready to solve problem #4 on page 93. If students did not get

the correct answer while working in their pairs they should copy the correct

response on their paper.

Students will turn and talk to their partner to discuss and solve the different

portions of problem 4 on page 93.

The students should hold up the red slip of paper if they need help, the

given a red slip of paper, a

yellow slip of paper and a

green slip of paper.

The problem we will be doing in

class is:

Clue 1: My number is a factor

of 90.

a. Can you determine what

Shanis secret number is?

b. What is the smallest Shanis

number can be? What is the

largest Shanis number can

be?

c. Brandon says the secret

number must also be a factor

of 180. Is he correct?

d. Clue 2: My number is prime.

Now can we determine what

the secret number is? Do we

have enough evidence to figure

out the secret number?

e. Explain to the class that they

will be solving the problem on

their own and will not be

discussing section e. with their

partner.

EXTEND:

Summarize

main ideas

EVALUATE:

students will do the e. Portion

of the problem on their own

during the class period. This

will prove to me if they were

following along during the class

period and if they possess the

skill to solve the problem.

Informal: observation of pairs

working to solve the different

steps of the problem.

yellow if they need more time to work and the green if they have an answer

on their paper and they are good to go.

a. With their partner the students should come to the conclusion that they

cannot determine the secret number because there are several factors of 90.

To come to this conclusion they may write out the possible factors of 90 on

their paper.

b. Students will find the answer to this portion of the answer by looking at

the factors of 90. The smallest is 1 and the largest is 90. This portion of the

problem I think will be easy for the students so I want to ask them to explain

how they got the answer.

c. Students should come to the conclusion that this is true. The thinking

process should be that since the secret number is a factor of 90 and 90 is a

factor of 180 then this must be true. They can also find the answer to this by

finding all the factors of 180 and finding that 90 is a factor.

d. Students should still come to the conclusion that they cannot find the

secret number with the information they are provided. To find this out they

need to find the prime factors of 90. They will find that the prime factors of

90 are 2,3, and 5.

e. For the e. portion of the problem I want the students to find the answer on

their own. If they can solve the problem it will prove to me that they received

the right answers to the rest of the problem and they are capable of finding

the multiples of a number.

Students will stay seated in their seats and complete the problem on their

own. Responses to the e. section of the problem should be written on their

paper and will be reviewed as a class before the period ends.

Teacher will walk around the room listening for communication between

students about the problem.

Students will hand in their work on the problem at the end of the class

answer and work done in class. period.

Differentiated Instruction:

Students will be broken up into pairs to work out the answer to the problem. This allows the teachers in the room to observe

and work one on one with students that may be struggling.

Students can use calculator if necessary

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