Dakota State University

College of Education
LESSON PLAN

Name: ​Rachel Slaven

Grade Level: ​6
School: ​Chester Middle School
Date: ​9/12/2017
Time: ​1st Period, 2nd Period

Reflection from prior lesson:​ In the previous lesson, students began discussing
rectangles and factor pairs. They also started looking at square numbers. Students
created models that show all of the different factor pair options for a given number.

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. After the class discussion and peer work, students will describe the relationship
between rectangles and factors/factor pairs with 100% accuracy.
2. Students will be able to identify 5 square numbers, during our class discussion.

Materials Needed: ​Pencil, student binder, student textbook, student worksheet.

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 (5 minutes)
● getting attention​-​Welcome the students to class, and ask them to get out
their pencils and get their binders ready for the day.
● relating to past experience and/or knowledge​-​ I will ask the students to fill
me in on what they did the day before. I will be carrying out the lesson from
the previous day, which I was not present for, so I want to use this time to
have them explain it to me.
● creating a need to know-​ ​It is important that you understand all of these
concepts, because we are going to be expanding on this idea as we move
forward, and you will have a quiz over this tomorrow.
● sharing objective, in general terms-

2. Content Delivery (20 minutes)

● Peer work-​ ​Students will work with their table partner to complete problem 1.4,
letters A-D. I will provide them with a worksheet with all of these questions.
○ We will do Letter A as a whole class.
■ Question: Look over the set of rectangles that you and your
classmates created. What patterns do you notice?
● Answer: ​Answers will vary. Some possible answers are:
○ Every number is something times 1
○ Every even number has 2 as a factor
○ 1 has only one rectangle--a square--and only one
factor
○ 1 is neither prime nor composite
○ 24 and 30 have the greatest number of rectangles. In
the Factor Game, they were bad first moves.
○ All composite numbers have more than two
rectangles because they have more than two factors.
Primes have only 2 rectangles.
○ Square numbers have an odd number of factors.
■ Question: What is the relationship between the rectangles for a
number and the factors of the number?
● Answer: The dimensions of the rectangles are all of the
factor pairs of a given number.
○ Students will then finish the rest of the questions with their partner.
 ● Discussion- ​Once the students are done with the letters B through D, we will
discuss the questions as a class.
■ Question: Which numbers can be represented by the most
rectangles? What do these numbers have in common? What kinds
of numbers are they?
● Answer: ​Answers will vary. Some possible answers are:
○ 24,30,etc…
○ Numbers with a lot of factors.
○ They are composite numbers
■ Question: A number that can be arranged to form a square with
tiles is called a square number. Which numbers are square
numbers? What do you notice about the factors of a square
number?
● Answer: ​Some answers will vary. Some possible answers
are:
○ 1,4,9,16,25
○ There are an odd number of factors for a square
number.
■ Question: How can you use the rectangle models for a number to
list the factors of the number?
● Answer: If you find all of the rectangles for a given number,
you will then know that they are the factors of that number.

3. Closure (5 minutes)
● Discussion-​ ​After we have gone over the answers to letters A-D, we will close
with one final question, that we will discuss in small groups, and then as a whole
class.
■ Question: Suppose a class has 12 square yards for their exhibit.
Which rectangular shape should the class select for their arts and
crafts show? What are the advantages and disadvantages of the
shape?
B. Assessments Used
I am going to be using informal and formative assessment for this lesson. I will be
monitoring how much they remember from the day before by listening to how well they
can explain it to me. Then I will be walking around while they are working on the peer
work to monitor how they are answering the questions. Finally, in the discussions at the
end of the lesson, I will get an idea of how well they understood the material, based on
their answers.

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 21 #22-26 and 45-49 ​ due September 13th, 2017.