ETC Factors Lesson Plan

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 4th

Subject(s): Math

Topic of Study: Factor pairs for whole numbers between 1-100

Time Allotment: 30 Minutes

Standards: 4.OA.B.4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one‐digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment) 
Students will be able to find the factors of the numbers between 1 and 100 through factor trees. Students will also be able to write wether a given number is prime or composite.  

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students will need to know their numbers up to one hundred, multiplication, division and basic square roots. How will prior knowledge and experience be assessed? Prior knowledge will be assessed through an activity where students will be given any simple multiplication problem and individually on their own paper recognize the numbers going into each equation. From this the teacher can measure which students already understand the basics of breaking down a number. How will you use this information in the planning process? Based on the students previous knowledge, I will be able to gage the difficulty of the factors used in the lesson and how much time should be spent with teacher based instruction. Why should the content of this lesson be taught at this grade level? The Az Common Core standards require students to understand the factoring of numbers between 1 and 100.  How do the objectives that you have for the lesson align with the standards? The objectives are a direct reflection of the standards.  When will the lesson be taught in the course of the school year? Why? This lesson will be taught in the beginning of the school year because it provides a basis for more difficult factoring and devision skills.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)
-The lesson will begin with a few multiplication problems displayed for the entire class to see. i.e. 6x5, 10x2, 4x4, 9x8 and 2x12
-The students will be given an example of how to solve the first equation. i.e. 6x5=30. Once solved, break the answer down into the numbers (factors) that were multiplied to find the answer. 30= 6 and 5.
- After the example, each student will be instructed to complete the other equations in the same manor as the first.
- After the warm up activity questions will be answered.
- Students will then be given the application PreAlgebra through the Google Chrome App Store
- The students will begin practicing their factor trees through this app.
- They will continue this activity for 15 minutes.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)
-PreAlgebra is an application used on the computer

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- For students with a cognitive delay, they will be provided with a simpler set of numbers and will work with assistance.
• Gifted- Gifted students will be provided with numbers larger than 100 to use during the practice time.
• ELL- ELL's will be provided with pictures to represent each factor tree. This way, if the students do no understand the numerical representation, they can visualize it in other ways.

  Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? The instruction begins with being teacher lead and then leads into student exploration. This allows students to see examples and ask questions and then test out on their own time what they have previously learned.  How do the instructional methods align with what you know about best practices (think about your methods classes)? These methods allow an encouraged atmosphere followed by independent exploration. How are you engaging students in creative and higher order thinking? Students will be able to visually see the factoring happening on their screen and work through the "trees". Because the numbers are shuffled and range from small to large, it becomes more difficult for the students as they progress through the assignment.

  IV. ASSESSMENT
  Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process)) Once the activity is completed, the students will be asked to finish the handout of factoring. Asking them to factor six random numbers either into a factor tree or in any way they feel most comfortable with. 
  Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test) http://www.mathworksheets4kids.com/factors/factor-tree-1to25.pdf

  Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment measures the students understanding of factors in any form they comprehend it the best.  How does the assessment demonstrate that the students have been successful in learning the content? The students must arrive to the same answer, which will be shown at the end of each problem.  How does the assessment demonstrate student engagement in higher order thinking? The assessment allows students to use their creativity in showing how they understand factoring best.  How does the assessment demonstrate that individual student needs were met? The assessment demonstrates each individual students ability through their shown work. Whether it be factoring trees, words or pictures.

  IIV. MATERIALS AND RESOURCES
  In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

  Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? It allows students to use technology to further their learning experience outside of a textbook. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? This lesson uses a computer to enhance the child's learning experience which is then transferred onto a practice sheet after the activity.  How does your lesson meet Standard 3: Model Digital-Age Work & Learning? It uses an application on a computer to provide activities to challenge children.  How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Through this activity students learn to use an efficient tool to better their learning experience in the classroom. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. This lesson meets needs of different learners through, assisting their learning, providing more challenging questions and allowing those with visual minds to be creative with their factoring representations.  promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. Children will learn the use of a program created to help the individual learner instead of a social atmosphere.  developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

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