# 6 Cleaver Composite Lesson Plan Collections

Composite Lesson Plan - Principles to be included this pastime uses children’s literature, rectangular arrays and coloured tile to investigate how rectangles relate to factors of numbers; as well as how elements of numbers relate to if a range of is prime or composite. Associated virginia standards of studying five.3 the pupil will a) discover and describe the traits of high and composite numbers; and b) become aware of and describe the traits of even and odd numbers. Lesson plan targets 1. Students will pick out prime and composite numbers the use of factors. 2. College students will construct rectangular arrays from tile and use the arrays to categorise counting numbers according to their variety of factors. Assessment plan 3. Goal 1: college students will use the square arrays they assemble the factors they find for each rectangle (the size) to decide if a range of is prime or composite. 4. Goal 2: college students will paintings in groups to assemble a complete of nineteen rectangular arrays. The students will then fill in activity sheet ii-3 and use the size of the square arrays to decide the factors of that number. As an instance, a rectangle with the size of one x 2, indicates that the range 2 has the factors of 1 and a couple of. 2 is considered a top variety because 2 has precisely two factors. The students will must discover the numbers 1 – 19 as both top or composite numbers on interest sheet ii-3. Substances wanted  one hundred forty tile for every organization of four students  interest sheet ii-3  coloured cubes (for assignment)  a replica of you could count on monsters article response i chose this text because i desired to research greater approximately how youngsters considered learning the distinction among high and composite numbers. In this newsletter the students created rectangular arrays to determine elements of numbers, that's the same process my college students will carry out in this lesson. The scholar in this article one scholar, ryan, turned into left asking the equal question that i used to be: why is the number 1 now not taken into consideration a prime variety? Often we provide college students the reason of, “1 is a unique quantity,” and simply expect students to take our word for it. It changed into remarkable to look the trainer in this newsletter admit that he did now not recognise why 1 was not a high quantity -1- .