CONCEPT ATTAINMENT LESSON PLAN Subject Area: Mathematics Grade Level: 5th Specific Content: Prime and composite

numbers Lengt of Le!!on: 35-40 minutes

In!tructional Objective"!#: The learner will state the critical attributes of prime and composite numbers. State Content Standard $ %enc &ar' $ Grade Level E(pectation: The learner will find the prime factorization for any number between 1 and 50 and e press in e ponential notation. Long)Ter& *nit Objective: The learner will find the prime factorization for any number between 1 and 50 and e press in e ponential notation. +e!terda,-! Le!!on: remainders !nit test on di"ision of four-di#it numbers with re#roupin# and

To&orro.-! Le!!on: Practice with primes and composites $ %ntroduce &ie"e of 'ratosthenes Prere/ui!ite 0no.ledge or %e avior! Needed: Skills: Concepts ' perience with (oncept )ttainment *asic multiplication and di"ision facts Prior e posure with prime and composite numbers (ritical attribute Behaviors: +aisin# hands to contribute to the lesson ,or-in# with partners and in table #roups 1 , i! t e Content of Toda,-! Le!!on 2elevant for +our Student!3 !nderstandin# the distinction between prime and composite numbers pro"ides the bac-#round -nowled#e for ad"anced mathematics. Material!: .ist of /'&012 e amples /'& 12

3 3 4 6 11 13 16 17 33 37

4 4 5 7 10 13 14 15

Where are your materials to be kept until their use during the lesson? in front When will your materials be passed out? How will materials be passed out? Model of Teac ing: (oncept )ttainment Procedure! List each procedure according to stages of Concept ttainment !" Mental math warm-up8 4 4 9i"ided by 3 Times 3 Plus 4 Times : Times 5 9i"ided by 4 Minus 4 Minus 34 9i"ided by 4 10) 10)

Table

3. 3. 4. 5.

,or-in# with critical attributes of each set toady $ /'& and 12 e amples &cratch paper pro"ided ;irst set of /'&012 e amples $ se"eral offered &pea- with a partner

4. 6. 5. 7. 10. 11. 13. 13. 14. 15.

;irst hypothesis comments< )dditional /'&012 e amples )dditional comments on first hypothesis )dditional /'&012 e amples 1ew hypotheses (omments )dditional /'&012 e amples 'licit thin-in#= comments on responses (larify "ocabulary as needed based on student responses +e"iew concepts of prime and composite numbers directly

#nclude each $uestion you are planning to ask students in the appropriate place in your lesson plan 1. 3. 3. 4. 5. 4. 6. 5. ,hat is your hypothesis< >This is repeated throu#hout the lesson.? ,hy do you thin- this is so< >This is repeated throu#hout the lesson.? ,hat do you thin- about what @@@@@@ Aust said< >This repeated throu#hout the lesson.? 9o you see anythin# new in these e amples< (an you draw your path to help e plain your thin-in#< 9id any other tablesB< Cow can you e plain your thin-in#< (an you pro"ide some new e amples of /'&012 numbers<

Closure: Tomorrow another re"iew of primes and composites $ &ie"e of 'ratosthenes

4o. did ,ou addre!! !tudent learning !t,le! during t i! le!!on3 5e!cribe all t at appl,6 %isual uditory &inesthetic 'actile +ecordin# e amples on board Derbal discussion and presentation &cratch paper a"ailable if they wanted to e periment with numbers at their tables Manipulati"esEsuch as unifi cubesEcould be pro"ided 10)

(ther approaches: A!!e!!&ent Criteria:

What tangible evidence will demonstrate your students) learning today? &tudents will write down their recountin# of the lesson as it unfolded. Cow did the class #o throu#h their own assessment of the ideas that emer#ed< )s homewor-= they will use the /'&012 e amples used in class and add 54 more. What will be considered $uality work? )ccurate recountin# of todayFs class process. (orrect responses for homewor- in each column *o you need a rubric to structure your assessment? 10) Will students also self+assess using this rubric? 10)

Gender or cultural concern! &a, affect ,our in!tructional or a!!e!!&ent c oice! in t i! le!!on6 If appropriate7 identif, t e!e and de!cribe o. ,ou .ill addre!! t e&6 &tudents wor-in# in table #roups will pro"ide opportunities for students who best learn material durin# discussions. .esson assessment will also be done in partners as students bac-trac- their thin-in# durin# the lesson. In!tructional Modification! 8 5e!cribe a !tudent in ,our cla!! . o a! !pecial need!6 Con!ider o. ,ou &ig t &odif, ,our in!truction and $ or a!!e!!&ent for t i!

!tudent during t i! 5irect In!truction le!!on6 Traditional print7 Internet and NETS re!ource! can a!!i!t ,ou6 '&. student in &panish is on #rade le"el in math. &he will be encoura#ed to contribute and to e plain her mathematical reasonin# in 'n#lishEwith the help of a bilin#ual student if needed. Tec nolog, 8 1 at tec nolog, &ig t en ance t i! le!!on or t i! unit at !o&e point3 Traditional print7 Internet and NETS re!ource! can a!!i!t ,ou6 This %nteracti"e Math &ite has hundreds of #ames for students to play across the math curriculum8 http800edweb.tusd.-13.az.us0e-owalcz0math0elementary@web@sites.htm 4o. .ill ,ou provide practice for t i! objective3 Traditional homewor(enter acti"ities usin# manipulati"es