LESSON 2: PRIME FACTORIZATION

Grade/Course Name: Math Grade 6

Unit/Lesson Title: Number Sense/ Lesson 1.2 Prime Factorization
Date/Duration: 80 minutes
Big Idea/Goal/Focus/Key Points/Enduring Understandings:
Essential Question: How do you write the prime factorization of a number?
Know:
Students will be able to:
o Observe two methods of fndin prime factors and apply one of them
accurately and consistently
o !pply basic math division facts
o !pply divisibility rules
Tiered Assignment (Based on Multiple Intelligences)
Tiering in this lesson occurs most prominently where students need to generate a product.
o "reate a drawin that shows the #$%"&'O% of a factorization tree and how it
brea(s apart numbers into their factors) Students may also use a &hin(in
*ap if they wish) +,'S$!-.
o /rite a letter to a third rader e0plainin why prime factorization is needed
and how to fnd it) +,E12!-.
o "reate a poem about the sinifcance of prime factorization and how to
create the tree) +*$S'"!-.
o "reate a s(it showin how a professional miht need to use prime
factorization in their profession and then present it to the class) 'nclude a 34
sentence summary of the word problem in your noteboo() +K'%ES&HE&'".
Objective/Assessment:
"")5)%S)6 "ompute 7uently with multi4diit numbers and fnd common factors and
multiples)
Materials/Setup: Agenda: Student Homework:
8ractice 9):
Student Guided
Notes
Student Practice
Worksheet
Intro/Review
Teacher Input
Guided Examples/
Quick Check
Independent
Practice
Closing
Teacher Reminders:

Part 1 Daily Common Core Review/Pre-Teach (10 min)

;o Over Homewor( or 8revious <ay=s Question
<aily Spiral or *ath #acts /or(sheet or 8roblem of the <ay that reinforces past
math concepts
<iscuss the purpose of the lesson today and how it can ma(e one aspect of your
life better) 'f you see that students can ma(e connections immediately to the topic
and relate what they see to prior (nowlede> have them do so and collaborate
+&al( with their 2## a(a ?elbow partner@.)
Part 2 - Collaborative or Interactive (10-15 minutes)
'ntroduce a real4life relevant problem to anchor the learnin topic +an essential
Auestion.)
&he interactive activity has a four4part teachin approach:
o &eacher poses the problem
o Students solve the problem B often with a partner
o Students share their thin(in and wor(
o &eacher models how to solve the problem
&oether +you may have a student roup lead if possible and ready.> o throuh
the steps and introduce the abstract numbers and symbols to represent the
problem mathematically)
Part 3 Develop the Concept Visual Bridge (30-45 minutes)
8resent a video animation of the procedure steps and rationales for solvin the
problem) 't should include the bride from "O%"1E&E +manipulatives or real life
situations. to representational before !2S&1!"& +numbers and symbols.) &hese are
carefully seAuence pictures> animations> and steps that provide the scaColded
stepped4out instructions and e0planations for each step to enhance understandin)
Dou may also do this live by providin the real4life e0ample or manipulatives and
showin the seAuence of steps and rationales)
;uided 8ractice: Students complete the second 34E e0amples with the teacher
uidin them throuh (ey steps and provided answers at end) Students may
complete an additional 34E Auestions independently as a formative assessment as
teacher circulates and provides corrections and feedbac()
'ndependent 8ractice F 8roblem Solvin: #or additional practice and reinforcement>
students complete the independent practice problems and do homewor( if
additional time remains) +Dou may have student complete the 1eteach at home
and the 8ractice the ne0t day for the <aily 1eview.)
erm introduction: 8rime %umber> "omposite %umber> #actor> #actorization &ree>
8roduct (compare with Quotient and Divisor, Dividend. Why do you think we need
two terms dividend and divisor for division and only one term factor for
multiplication?)
Part 4 - Pressing !or "nderstanding (Product)
Students can choose amon the followin three !,'< -E#&4S'<E481O"ESS'%;
activities in their noteboo(s where they are able to choose a creative !,'< activity
to ma(e the lesson meaninful to them) !t minimum> the activity must include a.
E colors and a non4linuistic representation> have a caption description e0plainin
how it is meaninful and connects the math topic to their life or their creative
wor(> and 3. clearly demonstrate their understandin of what they learned)
o "reate a drawin that shows the #$%"&'O% of a factorization tree and how it
brea(s apart numbers into their factors) Students may also use a &hin(in
*ap if they wish) +,'S$!-.
o /rite a letter to a third rader e0plainin why prime factorization is needed
and how to fnd it) +,E12!-.
o "reate a poem about the sinifcance of prime factorization and how to
create the tree) +*$S'"!-.
o "reate a s(it showin how a professional miht need to use prime
factorization in their profession and then present it to the class) 'nclude a 34
sentence summary of the word problem in your noteboo() +K'%ES&HE&'".
Other thins you can try +student more accountable.:
o Student creates lesson or visual or narrative
o Students create Auestion
o Students teach a lesson or create a simulation or e0ample
o Students do the demonstration
o <iscussion: Students as( the Auestions +challene and critiAue. and students
respond to each other +Gustify and respond.
o 8rocessin activities
o 8roGects
o 1ole play or ma(e a s(it
o "ase studies or problems +interactive section in envision.
o 'nventions
o <iscovery
o E0ploration +!,'< left side.
Part 5 - Close and Assess
Students close with a narrative summary that answers the essential Auestion
includin !-- ESSE%&'!- ,O"!2$-!1D> oriinal instructions to solvin problems
step by step +in your own words.> and how your life is improved by learnin this>
i)e) a real life e0ample that you can now solve)
! Quic( "hec( may be iven to assess understandin before the day is over or the
followin day before the lesson)
Differentiate
1eteach: /or(sheet
Enrich: /or(sheet
!dditional 8ractice: &e0tboo( or Supplementary /or(sheet
Additional Notes:
#$%%&' P#(' $)P#($*
LESSON TITLE:
Teachers Name: Date:
BACKGROUND
Brief Description of Group to be taught: Include grade, number of students, achievement levels, students level of English Proficiency,
students on IEP's.
Include how you will tier the lesson for three different types of learning styles: visual, auditory,
kinesthetic, etc
Overall Purpose of this lesson: Include subject area.
LESSON
Curriculum Frameworks Strand and Learning Standard(s):
Please write out the standards, including page number and date of publication of the Frameworks. There can be more than one
area.
Behavioral Objectives/Learning Outcomes for students:
Content: MA Curriculum Frameworks: Arts, English Language Arts, Foreign Languages, Comprehensive Health, Mathematics,
History and Social Science, Science and Technology/Engineering)
Students will be able to:
Materials: (Please attach any handouts to lesson plan):
Procedures: Instructional Practice:
Include Time budget/pacing; possible questions to ask students; Student grouping (cooperative learning) strategies; How will you
communicate high standards and expectations when beginning, carrying out, and completing the lesson? How will you make the
content comprehensible for ELL students. Bullet steps in enough detail that a substitute could teach the lesson.
Motivational techniques: (Activators): What have you built in that is going to grab their interest?
What do you know about the students backgrounds including language(s) and culture(s) and how this relates to motivation?)
Wrap up (Summarizers):
Assessment: (Evaluation of Behavioral Objectives/Learning Outcomes)
This is a description of how you will determine that the anticipated outcomes (performance goals) of the lesson are met. Assessments
can range from your observation to the analysis of the final product. Assess expectations, strategies through rubrics, checklists, multiple
choice, short answer, open-ended response, writing prompt, Bloom's Taxonomy. Have clear and specific performance goals for
students. The assessment should be connected to the Learning Outcomes for both content and language. Were they met?
Adaptations/Modifications for students (at differing achievement levels, learning styles, multiple intelligences, language
backgrounds of individual students):
Pitfalls and Solutions (What could possibly go wrong and how will I handle it?)