Name: Maria Sanchez Grade Level: 3rd

Title of Lesson: Prime Numbers and 1

Texas Essential Knowledge and Skills/Standards:

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to

acquire and demonstrate mathematical understanding. The student is expected to:

(B) Use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution,
justifying the solution and evaluating the problem-solving process and the
reasonableness of the solution;

(C) Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems;

(D) Communicate mathematical ideas, reasoning, and their implications

using multiple representations, including symbols, diagrams, graphs, and
language as appropriate;

(E) Create and use representations to organize, record, and communicate

mathematical ideas;

Objective/Purpose: Students will be introduced to prime numbers and will practice

recognizing and identifying prime numbers 1-29.

Introduce Lesson: 12 minutes

Teacher guided: Provide and explain clear concepts. Show colored images to better obtain
students’ understanding.

- A prime number is a whole number greater than 1 whose only factors are 1 and
itself.
- A factor is a whole number that can be divided evenly into another number.
- The numbers 0 and 1 are not considered prime numbers.
- The only even prime number is 2. All other even numbers can be divided by 2.
Examples:

After introducing the topic, please re-explain the concepts to students and have a shared
discussion on their understanding.

Lesson: Explicit instruction - 15 minutes

Display the anchor chart titled “Prime Numbers and 1” on the easel. Read the entire chart to
students. Choose two students to re-read the chart. It will make them more familiar with the
topic. Reinforce that prime numbers have only two factors which are the number 1 and
itself. Write on the easel the following prime factors:

1x2=2
1x3=3
Dynamic: Throw a small ball
1x5=5
toward the students and
1 x 7 =? whoever catches it will
1 x 11 =? answer a question mark.
1 x 13 =?
1 x 17 =? -Do the same action several
times until completing the
1 x 19 =?
exercise.
1 x 23 =?
1 x 29 =?

Read together with the students the prime factors of the list at the same time. The purpose is
that they know how prime numbers are obtained.

Technology Integration: Allow students to watch the video Prime Numbers Song for Kids
| Prime Numbers up to 97 | Tiny Tunes:

https://www.youtube.com/watch?v=f_Nc1mz7O0M

Please play it three times and encourage students to sing aloud. Be part of the fun and sing
with them. It is enjoyable!

Guided Practice: 20 minutes

Explain students they will play a prime game with cards.

 Students will practice in groups of four.

 Each group will receive a pack of cards. Each card will contain a certain number of
figures (ex. 5 trees, 3 apples, 7 crayons, 1 candie, etc.).
 Players will flip down and revolve the cards.
 Teacher will set in the timer 15 seconds.
  When timer starts, players will flip up all the cards and form pairs making prime
numbers.
 When time is over, the group that makes more pairs will be the winner.

Independence Practice: Students will work at their desks independently – 15 minutes.

In the first 10 minutes, students will write in their notebook prime numbers from 1 to 29.
Please walk around the classroom and evaluate their answers. Stamp their notebooks with a
happy face if students record at least five prime numbers.

In the next 5 minutes, students will identify prime numbers in a practice sheet. If they
identify at least six prime numbers, stamp a happy face in their sheets.

Re-Teach: I would make a conference with the student and ask them to explain what are
prime numbers to me. It would permitt me to know what concepts and exercises I need to
re-teach in order to make the student understand.
Scenario: If Ana recorded in her math notebook the following prime factors.

1x2=2
1x3=3
1x4=4
1x5=5
1x6=6
1x7=7

Ana’s recordings help me understand that she does not have clear the conecepts and factors
of prime numbers. From this point, I would re-teach the concepts and apply the same and
other extra exercises to reinforce learning in the student.

Support: small instruction groups with teacher.