Name: Melody Abner

Grade Level: 5th

Title of Lesson: Jumping through Time with Prime and Composite Numbers!
Texas Essential Knowledge and Skills/Standards:
4) Algebraic reasoning. The student applies mathematical process standards to develop
concepts of expressions and equations. The student is expected to:
(A) Identify prime and composite numbers;

Objective/Purpose: The students will learn the difference between prime and
composite numbers using numbers 1-100.
Introduce Lesson: This is the second day that we will be discussing Prime and
composite numbers. The students should pull out their Math notebook, then give the class
five minutes to review their notes. After five minutes has passed have the students close
their notebooks and ask them to raise their hand if they can tell you the definition of a
prime number. If no student is able to answer the question you may give them little hints
for example you could say besides being a positive number what else does a prime
number have? If the students are still not able to answer the questions they may open
their note books to their notes to find the answer.
Example: Please stress that a prime number only has two factor and a composite
number has more than two factors.
For example, take the numbers 5 and 6
5
6
1x5

1x6

1,5

2x3

2 factors

1, 2, 3, 6

Prime

4 factors

*Remember factors are

numbers you multiply to get
another number.

Composite

Lesson: Have all the students take out the prime and composite chart. We did numbers
1 25 yesterday so today they will do numbers 26-50. You would take each number and
write them on the board one by one so the first number you would write on the board is

26 then you would have the kids help you come up with the factors of 26 as they call
them out you will write them on the board. Once all the factors have been listed the class
will now count the factors and write how many factors are listed. Next the class will
figure out if the number is prime or composite. When the answer is accomplished you
will then move on to the next number. After doing about five numbers with the students
assign each group a different number and give them five minutes to work on it. Once the
five minutes are up have the leader of each group (they know who they are) come up to
the board and work the problem out. If there is still time during the math class left over
please give them the work sheet provided on the next page.
Re-Teach: If they are still having trouble understanding the concept first, I will ask the students
if any one of them have come up with a different way to get the answer and if they have ask them
to come up to the board to show the class. Second, have them take out their multiplication chart
and have them use it to assist them. Third, the students are already paired up with their learning
buddy have them pair up during class time to see if they might understand better from a
classmate.