Lesson Plan

Your NAME: Tara Reed

Type of Lesson: Flipped Classroom
Lesson Plan Title Prime Factorization Utilizing the Flipped Classroom Design
Discipline and Topic Mathematics
Target Population
Grade Level: 5th
Population Characteristics: This lesson is designed for general 5th grade math class.
Lesson Groupings: Students will work with partners that are selected by the teacher.
Curriculum Links
5.R.1
5.N.12
5.N.14

Use physical objects, drawings, charts, tables, graphs, symbols, equations, or

objects created using technology as representations
Recognize that some numbers are only divisible by one and themselves (prime)
and others have multiple divisors (composite)
Identify the factors of a given number

Objectives
Students will be able to.
1.) Identify factors of numbers
2.) Demonstrate how to find the prime factorization of a number using a number tree
with 80% accuracy as graded by a rubric.
3.) Explain what factors and prime numbers are
List the ISTE Student Standards/Profiles objectives with which your lesson plan
aligns.
Demonstrate the ability to navigate in virtual environments such as electronic books,
simulation software, and Web sites. (6)
Conceptualize, guide, and manage individual or group learning projects using digital
planning tools with teacher support. (4, 6)
Materials and Timing
Copy of the Feed the Factor game sheet (one per group)- attached
two six-sided dice per group
two different colored pencils (one for each player)
Magnets with students number for monitoring (one for each student)
Parent volunteer (if available)
Digital Factor Game: http://www.math-play.com/Spinner-Game-PrimeFactorization/Spinner-Game-Prime-Factorization.html
This will take place in one 50 minute class period

Scope and Sequence

Prerequisite Students will have viewed the Prime Factorizaiton instructional video
the previous night as homework (or otherwise before coming to class).
They are to have written down any questions in their notebook.
As part of regular class routine, have magnet for each student on the board for
monitoring. Divide the board into sections:
Ready to play
(fully understand topic)

I have questions!

Im lost. Help!

When students enter they will move their magnet (marked with a number, not name) to
the area of the board corresponding with how they feel on the topic.
Introduction (10 min)
When all students have entered, acknowledge that some have questions and are lost. They
should all have math notebooks out with questions written down. First we will start with
a quick review and answer questions, then go over the directions of the game, so those
who understand can get started.
Review Prime factorization of 20 =2x2x5
Point out that 1 will never be in a factor tree.
Why do you need to know this? They are the building blocks of all numbers. They will
also become a very important when we start dealing with larger uncommon fractions.
Answer questions (if it will be a very long explanation that will not benefit the whole
group, have that student join the Im lost group after game introduction)
Body (30 min)
Pull up the Feed the Factor Game sheet.
Go over directions:
Players take turns rolling the dice.
Player 1 rolls the dice and adds them together to arrive at the sum.
The player then tries to use this sum, or one of the factors of this sum to fill in one of the
empty circles on the factor tree.
Example:

Player rolls the dice and the numbers on dice add up to 6. He/She has one of three
number choices to use for filling in one empty circle on factor tree. The three
choices are:
6 (the sum)
2 (factor of the sum)
3 (factor of the sum)
After the player rolls the dice and figures out which numbers they can use from their roll,
they then look at the empty spots on the factor tree to see if they can fill one in.
After they fill in a space their turn ends. If they can not fill in a space, their turn also
ends.
Player 2 proceeds in the same manner.
The round is over when all of the circles the factor tree have been filled.
The top circle of the factor tree is to be filled in last. In order for a player to be able to fill
this top circle in, they must roll the dice as on any other turn. They must roll a sum of
any factor of the number to fill the top number in. Provide scoring sheet and answer key
so they can check their answers.
Scoring:
Player's receive 1 point for every correct factor they have filled in.
Player's receive 1 point for filling in the top number correctly.
Player's receive 3 points for having the most circles filled in.
Assign partners for students who are in the I understand section. If students from the
I have questions feel that they are ready to play they may join the I understand group
and begin playing.
Pull anyone from the Im lost group and anyone who still has questions to a group in
one area of the room with their notebooks. Hold question/answer session and provide
more examples as needed. As students feel comfortable, release them to play the game.
Extension or time filler for early finishers: When they have finished with both Feed the
Factor challenges, they can use the dice and their notebook to create more factor trees.
Roll 2 dice (4 and 6 = 46), then factor that number. If they would like to turn it into a
game, they can race their partner. If they prefer to work independently they can practice
this on their own. They may also play a digital factoring game at this website:
http://www.math-play.com/Spinner-Game-Prime-Factorization/Spinner-Game-PrimeFactorization.html
Conclusion (10 min)
Have students turn in the Feed the Factor Game sheet with their answers and score if they
had time to score it.
Pass out the exit ticket to measure understanding. Students should be able to complete it
with 100% accuracy since we just reviewed the concepts in partner talk. They may use
their notebooks to complete.

Evaluation of Students
Objectives

1 point

2 points

Game participation
and effort

Played respectfully
with partner but had
to be redirected to
the task

Played respectfully
with partner with
good effort

Feed the Factor

Missed more than 3
factorization process

Missed 2 or 3 in the
factor tree

All answers correct

or only missed 1

Explanation of
terms factor and
prime

Missed 1

All answers correct

1 mistake in factor
tree or number
sentence

Factor tree and

number sentence
correct

Missed both

Factoring process on More than one

exit ticket
mistake

3 points

Total ______/ 11
Exit Ticket Questions:
1.) What is a factor? ____two numbers you multiply together to get a product________
2.) What does prime? _the only factors are 1 and the number itself________
3.) Find the prime factorization of 30 using a number tree:
30
10
5

3
2

2x3x5 = 30

Evaluation of the Lesson I will know if my lesson was a success by how the students
scored on the rubric. The goal is for them to score 9/11 (80%) on the rubric and at least a
4/6 on the exit ticket section. If students scored lower than then, then I must go back and
reconsider this method for teaching and exploring prime factorization. I will also
consider how engaged students are in the process of the game and the number of students
who have questions or are lost. If over 30% of the class is lost when coming to class,
then I must reconsider the format of my introduction video.