Summary
Students will use manipulatives to learn about composite and prime numbers.
Materials
For class:
For each student:
Additional Resources
Book
- Mathland, Journey Through Mathematics: Student Resource Book
Grade 6, by Nancy Homan; ISBN 0762212411
Background for Teachers
Students learned to classify whole numbers from 2 to 20 as composite
or prime, and 0 and 1 as neither prime nor composite, in fifth grade.
Every whole number greater than 1 is either a prime or composite
number. A prime number has exactly two factors, 1 and itself. A
composite number has more than two factors.
Commutative property is the fact that changing the order of addends
or factors does not change the sum or product (e.g., 4 x 7 = 28 and
7 x 4 = 28).
Rules of divisibility
- A whole number is divisible
by 2 if and only if the ones digit is
even.
- A whole number is divisible by 3 if and only if the sum of its
digits is divisible by 3.
- A whole number is divisible by 5 if and only if
the ones digit is 5
or 0.
- A whole number is divisible by 6 if and only if it is divisible by
2
and 3.
- A whole number is divisible by 9 if and only if the sum of its
digits are divisible by 9 (or 3).
- A whole number is divisible by 10 if and
only if the ones digit is
0.
Intended Learning Outcomes
1. Demonstrate a positive learning attitude toward mathematics.
2. Become mathematical problem solvers.
3. Reason mathematically.
Instructional Procedures
Invitation to Learn
Pass out 12 centimeter cubes to each student. Have students make
different shapes with the cubes. Share examples and point out examples
and nonexamples of arrays. Write a definition of "array" as a class.
Instructional Procedures
Day 1
- Use the Manipulative Master to create an array for numbers
from 3 to 20. For example, say to the class, "Using your
manipulatives, show me what 4 looks like. How many ways can
you make a complete rectangle using only four squares?"
- Continue through
all numbers, 3-20.
- Transfer arrays onto graph paper and label each rectangle.
Example:
- Circle each factor using one color. Put a circle around each
product using a different color.
Example:
- Point
out the commutative property--the fact that changing the order of addends
or factors does not change the sum or product.
Example:
3 x 4 = 12 and 4 x 3 = 12
factors 1, 2, 3, 4, 6, 12
- Connect two factors using a curved line that
resembles a rainbow.
Draw a square around numbers that are the square root.
- Numbers with exactly
2 factors are prime numbers.
- Numbers with more than two factors are composite
numbers.
- The numbers 0 and 1 are neither prime nor composite. 1 is a
unique counting number. 0 is not a counting number.
Day 2
- Before class, place the We Are Prime (Composite) Numbers posters
in different corners of the room.
- Before class, prepare a sheet of graph
paper for each student in
your class by writing a different number at the top of each sheet. Begin
with the number two and continue in order until you have
enough for each student (e.g., If you have 36 students in your
class, you would use the numbers 2-27 for this activity.).
- Pass out a sheet
to each student. Instruct students to complete
their sheets as follows:
- Draw all of the possible arrays for the number.
- Label the length and
width of each array.
- Write multiplication sentences for each array and
circle factors
in red and products in blue.
- Draw a factor rainbow for the number.
- As the students finish, begin
sending them to different corners of
the room depending on whether they have a prime or composite
number. Have the students take their completed papers with them.
- Have the
students in each corner compare their numbers with
other members of their group and look for things that their
numbers have in common. If the students are having a difficult
time seeing similarities, prompt them to look at the number of
factors and arrays. Discuss the findings as a class.
- Have one member of
each group hold up the We Are Prime
(Composite) Numbers posters.
- Have students return to their seats and
write definitions of prime and composite numbers in math
journals.
- Gather papers from students and randomly pass them out again.
After looking at their new number, have students move to the
correct corner of the room again. Continue to do this until all
students can correctly move it either the prime or composite
corners of the room.
- If you have been hanging the Number Posters up around
your
classroom, draw students' attention to them at this time. Look at
the posters and discuss how the number one is different than the
other numbers. Write a definition for unique number in math
journals.
Day 3
- Show a sieve. What is it? What is it used
for? How does it work?
- We can sort numbers just like a sieve separates
and sorts material.
- Using the Sieve of Eratosthenes, complete the hundreds
chart as
follows:
- As a class, cross out the 1 on the chart.
- Putting your finger on
2 count by twos and color the top left
corner of each number square yellow.
Teacher Note: As students begin coloring, they will most
likely begin to see a pattern. Explain the rule of divisibility
for 2--A whole number is divisible by 2 if the ones digit
is even.
- Put your finger on 3. Counting by threes color in the top
right
corner of each number square orange.
Teacher Note: As students begin coloring, they will most
likely begin to see a pattern. Explain the rule of divisibility
for 3--A whole number is divisible by 3 if the sum of its
digits is divisible by 3.
- Place centimeter cubes on all multiples of
6. Discuss patterns
and divisibility for 6.
- Put your finger on 5. Count by fives and color
the bottom left
corner of each number square green.
Teacher Note: As students begin coloring, they will most
likely begin to see a pattern. Explain the rules of
divisibility for 5 and 10--A whole number is divisible by
5 if the ones digit is 5 or 0. A whole number is divisible by
10 if the ones digit is 0.
- Put your finger on number 7. Count by sevens
and color the
bottom right corner of each number square blue.
- The boxes with nothing
colored are prime numbers. Color
these boxes red.
Day 4
- How can you tell people apart? How can you
tell people apart
when you cannot see them? (fingerprint)
- Just like every person has a unique
fingerprint, each number has a
unique "factorprint." This factorprint is the number's prime
factorization. It is the set of prime numbers whose product equals
the number.
Factor Trees
Birthday
Cake
Start with lowest prime number (2).
If 2 will not work, move to 3, etc...
Extensions
- Have students work in pairs
or small groups to develop
divisibility rules. Discuss as a class and complete rules as listed
in the Background for Teachers section.
- Prove or Disprove worksheet.
- Have students research Eratosthenes and tie
to a Social Studies
unit on Greece.
Family Connections
Students explain the Sieve
of Eratosthenes to a family member.
Assessment Plan
- Observation of students, class discussion, and discovery.
- The Prove or
Disprove worksheet may be used as an assessment
tool.
Bibliography
Research Basis
Hatfield, M., Edwards, N., Bitter, G. & Morrow, J. (2000). Mathematics
Methods for
Elementary and Middle School Teachers. New York, New York. John Wiley & Sons
Inc.
"An activity-based approach to teaching with an emphasis on using
manipulatives to build conceptual understanding! This valuable book
combines practical teaching ideas, video examples, updated assessment
techniques, and the NCTM Assessment Standards to give teachers all the
background they need to introduce elementary and middle school
students to the wonders of mathematics. Provides training and practicing
teachers of kindergarten to the eight grade with ideas, techniques, and approaches
to teaching mathematics such that their students will be
prepared for later study."
Created: 02/27/2006
Updated: 02/05/2018
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