Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: Abby Duvall Date: February 25, 2021

Subject: Math (Active Engagement) Grade Level: 4th grade

Duration: 1 class period (60 minutes)

I. Topic
Math: Factors, Multiples, Prime and Composite Numbers
II. PA or Common Core Standards
CC.2.2.4.A.2: Develop and/or apply number theory concepts to find factors and multiples.

Eligible Content:
M04.B-O.2.1 Develop and apply number theory concepts to represent numbers in various ways.
M04.B-O.2.1.1 Find all factor pairs for a whole number in the interval 1 through 100. Recognize that a whole
number is a multiple of each of its factors. Determine whether a given whole number in the interval 1 through
100 is a multiple of a given one digit number. Determine whether a given whole number in the interval 1
through 100 is prime or composite.

III. Learning Objectives: Objectives must be written using observable verbs

1) After teacher review, the student will be able to independently write factor pairs for various
numbers.
2) After direct teacher instruction, the student will be able to independently label numbers as
either prime or composite.
3) Following teacher review, the student will be able to independently list five multiples of
numbers.
4) Following teacher review, the student will be able to independently solve word problems
regarding prime and composite numbers, multiples and factors.

Duration: 1 class period (60 minutes)

IV. Materials
Teacher: Students:
Whiteboard Amazing Math Race Papers
Crayons
Pencil
Calculator (only students with IEPs)

V. Lesson Development
A. Introduction (3 minutes)
I will introduce the lesson by explaining prime and composite numbers. A prime number is a number
that is only divisible by one and itself (ex 7, 13) and a composite number can by divisible by multiple
 numbers. I will explain that in class they will learn which numbers are prime and composite and then
do a fun activity.

B. Lesson development (activities, procedures) (55 min)

1) I will give each student a blank hundreds chart and put a hundreds chart on the document
camera.
2) I will then choose a color for prime numbers and a different color for composite numbers and
ask the students to pull out those specific colors.
3) The class will go through the numbers together, coloring with one color the prime numbers
and coloring the composite with the other color. Before starting, I will ask the students to
“Explain to me what a factor is and give an example” as well as “Explain to me what a
multiple is and give an example”. I will start with the 2s facts and ask the students if 2 can be
divisible by any number other than 1 and itself (are there any more factors of 2?) I will then go
to the number 4, 6, 8, etc. (all of the multiples of 2) I will ask for each number “Is this number
prime or composite? Can it be divisible by any other number than 1 and itself?” I will point
out patterns for each of the multiples that we do (2-9).
4) After this, each of the students would get an “Amazing Math Race” paper. I would ask them to
do the top line of each of the sections first, because it is important that they finish each of
the sections. The Amazing Math Race paper will assess ALL 4 of the objectives, because each
of the objectives connect to one of the sections of the assignment.
5) When they are done with the first half of the sections, they can go back and finish the rest of
the paper. I will circulate during the activity, making sure students understand and are
completing the activity accurately.

C. Evidence of differentiated instruction (content, process, product, or learning environment)

Process: students who are struggling will be permitted to use their calculators to find factors. This alters
the lesson because of their readiness. Some of the students may not be as proficient with their math
facts, so they are not as ready as the other students to find factors without a calculator.
Product: the assignments only includes the first line of each of the sections of the Amazing Math Race
activity, but if students get done quickly, they can continue and do more. This is a differentiation for any
student based on their learning style and readiness. Some of the students learn better through more
practice and others can get through the problems quicker and therefore will have more opportunities to
answer questions.

D. Closure (summary) (2 min)

I will finish this lesson by asking students to turn their sheets in and if they had any questions. I will then
ask them “What is a prime number? What is a composite number?”. Following the student answers to
those questions, I will ask “How do I know whether a number is a composite number or not? What do I
have to do?”

VI. Assessment/evaluation
I will assess the students based on the activity which they turn in. Each of the objectives is a section in the
activity, so the objectives are measured based on how the student did in each section. It will also be assessed
informally, as I circulates around the room, checking student understanding.
VII. Modifications or accommodations
Accommodation: allowing calculators for IEP students

VIII. Self-evaluation
I thought this lesson went relatively well. We had to split it up over two days which I think was the best choice.
My co-op said I did great at filling out the 100s chart and it was just how she would have done it. For the first
class, I don’t think I introduced the activity as well as I should have and the students were working to just get it
done, not for a fun activity. So, for the second class, we found a short video about what the Amazing Race is
which helped them to be more engaged. On the next day of this lesson, we actually recopied the Amazing Race
activity and cut the sections apart. So, after each of the sections, the whole class would do the fun activity
(“kayaking”, “hiking”, “surfing”, etc) together before going to the next section. This definitely helped with the
excitement and the students seemed to have a sense of teamwork. The students actually seemed to enjoy the
activity when we switched it up like this the next day. So, when we changed the way the activity happened, I
think it was definitely helpful. If it was non-Covid, I would have wanted to have students work in partners and
maybe even to have done this activity with different locations around the building, actually allowing the
students to get up and move. I think this lesson went well, there are things I would do differently for next time,
but I thought overall it was a good lesson.

Sources:
100s Chart: 2SistersandaChalkboard (printed by my co-op)
Amazing Math Race: TeacherspayTeachers (printed and bought previously by my co-op)

Cooperating Teacher Approval ________________________________________ Date ___________________