Assuming this
class operates on a 45-50 minutes class schedule, I would use the introductory
activity for all of day one. Students would be given homework to complete for
the night, but it’s short and relevant to the next day’s lesson.
Day two will begin with students completing a review
game on the board. They will use the website http://coolmath.com/prealgebra/00-factors-primes/index.html to have a quick
class review on the differences between composite and prime numbers. We will
also review to make sure students understand what a square number is by
referring to this site. http://www.mathsisfun.com/definitions/square-number.html Students will then use their own sheet of paper to construct definitions
for each mathematical term. They will use this to spark a think, pair, and share
for students to discuss how they would explain each term. Students will then
show their homework examples to their partner and discuss whether they have
completed the assignment correctly. Students will then be allowed to share
their definitions on a small piece of poster paper. They will display these and
students will visit each of the posters in a “museum” setting. At the end of
class students will be asked to vote on which definitions they found most
useful.
Day three will begin with the
definition winners’ posters being placed in the front of the room. Students
will then play an “Around the World” game in which they must identify the
number as prime, composite, or square (square and composite numbers are sometimes
interchangeable but students should recognize a square number to get it
correct). This activity serves as a formative assessment. At this moment,
students will show whether they have been able to grasp the basic concept of
the new mathematical terms.
I will then give students the
directions to their final assessment for the unit.
YOU are the new mathematician that has busted onto the scene of
mathematics. You no longer accept the words that have been assigned to prime,
composite, and square numbers. You want to change things up and maybe make
learning these terms easier for students. After all, you did have to learn them
when you were once a wee tot!
Your mission is to rename prime, composite, and square numbers with a
word of your choosing (while remaining appropriate!). You must explain your
reasoning for changing the original terms to your new ones. You must convince
the board of Mathematic Scholars that you will forever change the math world
and increase more interest in math in schools.
You must complete a PowerPoint presentation for each of the three changes
you suggest. You also must provide examples (3) of each term. Be sure that you
can explain the definitions because that will be a part of your grade!
Good luck, ya ole mathematician!
Students will be able to begin
brainstorming before they leave class.
Day four will begin with students taking
a short quiz over the terms and using the definitions to identify examples. The
rest of the class time will consist of students using a computer lab to create
their PowerPoint presentations. Students will save and send any work they have
not completed to be completed at home.
Day five will consist of student
presentations. They will take turns and keep their presentations brief and to
the point. They will be graded on their word choices, explanations, examples,
and presentation. The grade will be focused around their explanations because
this best demonstrates if they have understood the concept of prime, composite,
and square numbers by allowing them to interpret them into their own words.
