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William Paterson University

College of Education
Teacher Candidate Name: Katelyn Sheridan
Grade: 6
Topic: Integrated Math
Lesson: 11/12/14
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.

School: Hamburg School

Concept: Factors

Essential Question: What is the secret number?

Date of

Learning objective(s):

Assessment(s): (attach assessment tools & rubrics)

Students will be able to:

Informal Assessment: Teacher observation of paired work. Students will

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




Identify prime numbers

Find the multiples of a given




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.

Teaching and Learning





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
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
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

What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?

Students will raise their hand to respond to questions asked.

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

problem. Each pair will be

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
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
main ideas


Independent Practice: The

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.

Formal: Collect the written

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