1. Knowing and Appreciating Prime Numbers 2. Jeremy Hidalgo, Celest Montag, and Hailey Larson 3.

Objective: Students will be able to distinguish between examples and non-examples of prime numbers (construct a concept). The student believes that an understanding of prime numbers will help him/her simplify fractions, which is important to him/her because it is a base for other maths and for many projects like cooking, building, etc. (appreciation). 4. Lesson Plan Appreciation Activity: (first 5 minutes of class) Display the following Bell-quiz on the board at the beginning of class. With the instructions to simplify the fractions in the following activities and then make conclusions on their results. Activity 1 Heidi is building a dog house and needs sides will need ft of wood for the whole dog house. The ft. The roof

ft for 3 of them and the side with the opening will need

will need ft. Activity 2 Gret Ostertag, a former Utah Jazz center, was deemed horrible at free-throws by Utah Jazz fans. Suppose the ratio of made free-throws to attempts was 25/150 for Utah Jazz center Greg Ostertag. Simplify the fraction to get a more feasible understanding of how Greg Ostertag performed at the free-throw line. Then lead a discussion by asking the students what would have made these activities easier to do? Let the discussion continue for a while and then suggest that we do some experimenting with the divisors of some numbers. This will lead into Sort and Categorize. Sort and Categorize: (7 minutes) Students are placed into small groups (four or five). Each group gets a task sheet which will explain the activity to them. In this activity students will take the numbers on their tasksheet and find the divisors of each number. They will then categorize the numbers into categories and add a few of their own examples to each category. Reflect and Explain: (5-12 minutes) Students will all come together in a large group discussion and will take notes in the rest of the tasksheet which is in the form of guided notes. The discussion will discuss how each group created their categories and what attributes are present and absent in each category and how each groups categories are different/similar to other groups. Then as a whole class we will come up with just two categories (we will lead them to the two categories of primes and not primes [not specifically by name] by questions about considering the number of divisors, and such). We will then list the characteristics of each category on the board. Generalize and Articulate: (8 minutes) Students will be given a few minutes to formulate their own definition and names of our two categories (namely their own definition of prime numbers) using the characteristics from the board. Then, as a class, we will decide on a class definition by scrutinizing individual definitions to make sure all characteristics are met and necessary.

Verify and Refine: (7 minutes) After we have a classroom definition, we will compare our definition to our textbooks definition (i.e. An integer greater than one is called a prime number if its only positive divisors (factors) are one and itself.); observing the similarities and differences between the two definitions. We will then have a discussion about why the definition says an integer greater than one. After students have had a chance to discuss and come up with some ideas, we will discuss why one is not considered prime (because the Pythagoreans didnt believe one to be a number and so when they discovered the concept of prime numbers one wasnt one of them and to respect them and their concept, one has been left off the list of prime numbers). If negative numbers are brought up, we will have a similar discussion about how the definition states that we only look at the positive divisors of the integer because the concept of primes was introduced before the concept of negative numbers was.

5. Accompanying Documents: The following set of integers are provided below. Your task is, as a group, (a) find and list the divisors of each number, write them and then count how many divisions each number has. Write down the amount of divisors each numbers has and circle them. Then (b) categorize each original integer into groups that make sense to your group. Finally (c) write down your explanation of why you decided to group each integer in your categories in space provided and be prepared to share your ideas with the class during class discussion. (a) {45, 4, 7, 14, 26, 3}, {2, 24, 5, 18, 23, 17}, {1, 11, 10, 12, 13, 14}, {0, 2, 4, 6, 8, 10} (note: this last one might be a little tricky for students to think about the amount of divisors for zero but it might lead to a good learning moment)

(b) use this space to categorize your integers.

(c) use this space to explain your reasoning of your categorization.

Now as a class you will discuss your reasoning. When everybody has displayed their results please write down what you. A class decided below:

Use the space to write down the proper definition. Key term of this activity:____________________________ Proper definition:________________________________________________________ ______________________________________________________________________

6. Mini-experiment: Prompt: For each number given below, determine whether it is a prime or a composite (not a prime) and then prove your answer. A) 3 B) 6 C) 37 D)46 Observers Rubric There is a maximum score of 12 points distributed using the following criteria: i. +1pt for every correctly labeled prime and composite number. (A and C are prime, B and D are composite) For a total of 4 points. ii. +1 pt for talking about or listing the factors of the numbers in the proof. 4 points total. iii. +1 pt for nothing erroneous or irrelevant in explanations. 4 points total. (Appreciation)Prompt: You are doubling a recipe which calls for cup of sugar. You have somehow misplaced all of your measuring cups except for the cup. Please explain how your understanding of prime numbers can aid you in deciding how many cups of sugar to add to your recipe. (Make sure to tell how many cups of sugar you must add along with the work you used to arrive at your answer.) Observers Rubric: 3 points possible +2 for explaining that you after you add and , you must find the GCD of 6 and 4 and divide the numerator and the denominator by the GCD so that the remaining fraction has a numerator and a denominator that are relatively prime. +1 for arriving at the answer of three cups with accompanying work as appropriate.