Courtney Benson



4056463000Courtney Benson Math Lesson Plan #2 Audience: 4th grade; 22 students; 75 minutes Essential Question: What is a factor? What is a common factor? What is a greatest common factor? What is a multiple? What is a common multiple? What is the least common multiple? What is the difference between a factor and multiple? What is a prime number? What is a composite number? Objective(s): Students will be able to define and correctly identify an example of what a factor is, common factor, greatest common factor, multiple, common multiple, least common multiple, prime number, and composite number are. Students will be able to identify the difference among a factor and a multiple in a written response. Standard(s):- CC.2.2.4.A.1 Represent and solve problems involving the four operations.- CC.2.2.4.A.2 Develop and/or apply number theory concepts to find factors and multiples.- CC.2.2.4.A.4 Generate and analyze patterns using one rule. Materials: - Individual White Boards-Teacher Doodle Board Examples-Teacher Flip Chart -Computer for Song- “Solve on it!” -Math Journals/ Composition Books-Worksheet “Is it a Factor? Is it a Multiple?” -Student Foldable -Game “Find the Factors/Multiples” -Paper for student Doodle Board Procedures: Anticipatory Set: (10 minutes)Put 3 multiplication problems on the Smart Board (6x3, 12x3, 15x2). Ask students to use their white boards to figure out the answers of each problem independently. Discuss the results students acquired while working on their multiplication problems, BUT remind them to keep the problems on their white boards and NOT erase them! (The problems will be revisited later in the lesson)Play the “Solve on it!” . Students must follow along and they may dance along if they choose. Ask the students to brainstorm what they learned from the short video on factors and multiples. Record the responses on a Flip Chart in the front of the classroom, to generate a basic idea of what a factor is and what a multiple is. Direct Instruction: (20 minutes) Introduce the new vocabulary through taking notes in their Math Journals. Use the attached notes (pages 1-7) from a website for the definitions to include in their journals along with visuals that will assist them in their understanding. (Such as the small list provided below) Factors-the numbers you multiple to get a productFactor Rainbows. Common Factor- a number that is a factor of 2 or more given products Highlight the new vocabulary as it appears in the problems the students were asked to complete at the beginning of the lesson. (Students are encouraged to add these examples to their Math Journals).right33014500Factors=6 and 3, 12 and 3, and 15 and 2. (Circle these numbers in different color to provide a visual to the students)Multiples=9: 18, 27, 36, 45, 54, 63, 72…etc. Guided Practice: (20 minutes) 180892285186500Complete the Foldable as a class, which can be added in the students’ Math Journals upon completion. The Foldable has the students record the definition of multiples and the multiples of different numbers.There is also a similar Foldable for factors that may be completed for the students to place in their Math Journals as well. Complete the worksheet “Is it a Factor? Is it a Multiple?” Discuss the results generated by the worksheet and especially highlight the section “How do you Know?” so students understand the process. right13103100Independent practice: (15 minutes) Students will complete the game “Find the Factors/Manipulatives” independently. They will be provided with either card (factor or manipulative), they must then place the clothes pin on the coordinating numbers. In the attached example the students are required to put the clothespins on the factors of 36. Once completed, they will flip the card over to check their work independently, since the cards have the answers marked on the back as to where the clothespins should be. Present the “Doodle Board” created for both the Factor concept and Multiple, so students can reiterate the information they just learned in a fun and creative manner. Students must then create their own “Doodle Board” using materials around the class that involves either describing factors, multiples, or one of the other vocabulary words they were previously taught. Closure: (10 minutes) Students will sing and dance along with the video that started off the lesson-“Solve on it!” Students will have to add to the original Flip Chart they did at the beginning of the lesson after watching the video, to demonstrate their new knowledge that has been obtained throughout the duration of the lesson. Students will be asked to describe their “Doodle Boards” they created during Independent Practice to the entire class. Assessment: Students will be given an informal assessment based their “Doodle Board” they created and shared with the class. Additionally, my students will be informally assessed through their responses generated throughout the discussion time when as a class, we are adding items learned to our class Flip Chart on Factors and Multiples. Assignment: N/A- No assignments will be given at this time. Special Accommodations: - Differentiation/Accommodations: Students who have difficulty taking notes (such as the 7 pages that we will go through today) will be provided guided notes, where they will fill in the blanks accordingly. Additionally, any students needing visual assistance for the “Is is a Factor? Is it a Multiple?” worksheet will have the worksheet’s font size increased and(or) their guided notes may also be added for extra help. References: SAS-Pennsylvania Department of Edcuation Standards Aligned System. (n.d.) Retreived Novemebr 13, 2015, from behind Idea behindAnticipatory Guided Section Section Foldable: Flip Chart: 1553348618400Idea behindGuided Section Worksheet: 104178621811003696887444500Idea Behind Idea Behind Independent Independent SectionSection Find the Doodle Factors Game Board 355820810325 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download