Dakota State University

College of Education
LESSON PLAN

Name: ​Rachel Slaven

Grade Level​: 6
School: ​Chester Middle School
Date: ​9/7/2017
Time: ​1st Hour, 2nd Hour

Reflection from prior lesson:​ Students have been working on finding the factors of
numbers. Most students seem to have a strong grasp on this concept.

Lesson Goal(s) / Standards:

6.NS.B.4​-Find the greatest common factor of two whole numbers less than or equal to
100 and the least common multiple of two whole numbers less than or equal to 12. Use
the distributive property to express a sum of two whole numbers 1-100 with a common
factor as a multiple of a sum of two whole numbers with no common factor.

Lesson Objectives:
1. Students will list 6 multiples of a given number, after completing two examples as
a whole class.
2. While playing the product game, students will identify the product of two factors
with 100% accuracy.

Materials Needed: ​Pencil, student binder, student textbook, product game board, paper
clips, and game pieces.

Contextual Factors/ Learner Characteristics:

1st Period:​ There are 12 students in this class. Since this class is right away in the
morning, the students are usually very attentive and quiet.
2nd Period:​ There are 14 students in this class. This class has 3 students that are on
IEPs. Some students in this class have a hard time staying in their seat and staying
focused. Pairing them with a student who does not have these problems would help
keep the student on track.
A. The Lesson
1. Introduction (3 Minutes)
● getting attention​-​Welcome the students to class, and ask them to get out
their math binders, and open up to the notes section.
● relating to past experience and/or knowledge​- Ask the students if
someone can summarize what they have been working on in the class. I am
looking for someone to mention factors, and then I will review that term with
the class.
● creating a need to know​-​ It is very important to understand and remember
what factors are, because starting today we are going to take that idea and
start building on it.
● sharing objective, in general terms​-​ ​Today we are going to start talking
about products and multiples.

2. Content Delivery (42 Minutes)

● Notes​-​ I will have the students take a few notes before we begin the lesson. I
have listed what the students will write:
○ Multiple- A multiple of a number is the product of that number and another
whole number.
■ Ex: 15 is a multiple of 5 because 5*3=15.
○ Multiples and factors have a back and forth relationship.
■ Ex: 5 is a factor of 15 because 5*3=15
○ Practice together:​ We will practice finding the multiples of 3 and 6.
■ 3: 3,6,9,12,15,18,21
■ 6: 6,12,18,25,30,36
○ Independent practice: ​I will have the students practice 3 examples on their
own:
■ 4: 4,8,12,16,20,24
■ 8: 8,16,24,32,40,48
■ 12: 12,24,36,48,60,72
● Game Instructions/Game-​ ​I will have a sample game board projected on the
screen, and ask a student/class to play against me.
○ Question​: Look at the numbers on the grid. How are the numbers related
to the numbers in the factor list?
■ Answer​: ​The numbers in the grid are products that can be made by
multiplying any of the two factors.
○ I will begin playing a game with the students. I will place my paperclip on
the factor 4.
■ Note for the class: ​At this point we aren’t marking anything on the
gameboard, because we need to have two factors to make a
product.
○ I will ask the class to give me another factor. If they gave factor number 7,
I would place their paper clip on the 7, and then I would place their marker
on the product number 28.
■ Note for the class: ​In this game we will not keep score like we did
in “The Factor Game.” The goal in this game is to get 4 in a row.
○ I will then move both paperclips onto factor number 4, so that they can see
you can have them on the same number. We will continue to play the
game until someone wins.
○ I will draw sticks to pair students up to play the game. I will have them play
two games. The winners will get a piece of candy.

● Peer work-​ ​Students will work with their table partner to complete problem 1.3,
letters A-D.
3. Closure (5 Minutes)
● Discussion-​ ​ ​I will ask the class a few questions about the game. I will have
them talk to their table partner about the answers before we share as a whole
class.
○ Question​: Is it better to go first or second? Why?
■ Answer​: It is better to go second, because if you go first, you do not
get to make a move on the board.
○ Question: ​What strategies did you use?
■ Possible Answers
● Toward the end of the game, you have to avoid the factors of
numbers your opponent needs.
● If you have to go first, you should choose the number 1,
because it gives your opponent fewer choices about where
to go to get four in a row.

B. Assessments Used
I will use informal-formative assessment. For the “independent practice” I will assess
students by observing them during work time, and then again when we go over the
examples as a whole class. I will also assess the students by walking around, and
listening to conversations while the students are playing “The Product Game.” Finally, I
will assess how well the students understood the material by collecting their answers to
problem 1.3.

C. Differentiated Instruction
1st Period: There are no IEPs in this class, and there is no differentiation needed.
2nd Period: There are 3 students on IEPs in this class. All modifications and
differentiation will be given and done by the special education teacher (she attends
class every day to assist these students).

D. Resources
1. Connected Mathematics 3 “Prime Time: Factors and Multiples” student textbook
2. Connected Mathematics 3 “Prime Time: Factors and Multiples” teacher guide
book

Homework Assigned: page 17 #14-21 and 40 ​ due September 8th, 2017.