1. What is a prime number, composite number, and square number?
A: I already knew that a prime number was a number that could not be divided by any numbers other than one and itself. I had no clue how I would describe a square number or exactly what it is and the same applied to composite numbers. I found this website to be helpful for explaining what a composite number is. I also was able to find a good definition for what a square number is.
2. What types of strategies do math teachers use to teach these numbers?
After I started looking around at what these numbers were, I began to notice the explanations that were given for what the words were and meant in relation to numbers. I remember struggling with remembering the difference between a prime and composite number, so I wanted to make sure that I chose a method to teach them that would make the understanding stick with them. It seems like teachers may have an approach that includes using a math square to teach these ideas, but I felt like I could find a different and unique approach to teaching numbers by using words.
3. In what ways would I teach these?
Initially, I had no clue what I would do with teaching math. I knew that I would figure out a way to incorporate what I am good at which is English and reading and words. I thought that maybe if I was able to structure the lesson to reflect my strong points then the students would benefit from it. Also, the purpose of the assignment is to include strategies for increasing literacy in the content areas.
4. What are the standards for 8th grade math?
I decided to understand what was going on in the math standards that I should actually look at them. I found this resource to be useful for understanding what they looked like. The standards are extremely confusing to someone who has no idea what functions and all those sorts of things are. However, I did find an explanation at the end of the standards list that I plan to use to guide my lesson.
3 Construct viable arguments and critique the reasoning of others. In grade 8, students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box plots, dot plots, histograms, etc.). They further refine their mathematical communication skills through mathematical discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions like “How did you get that?”, “Why is that true?” “Does that always work?” They explain their thinking to others and respond to others’ thinking.
Reading this helped me to decide that I want to focus my lesson around students' discussions and interpretations of how they would explain the words prime, composite, and square to one another. I feel that if they can properly re-teach the concepts of the numbers to one another then they have demonstrated a complete understanding of the new terms.
5. What types of online supplements can I find and use?
I love incorporating technology into my classroom when I find viable resources. I especially enjoy when students can play games with the technology to practice what they have learned. I found this game to be useful for practicing recognizing composite and prime numbers. I think that using a game to review would help students remember what they have learned.
6. How will I incorporate technology into this?
I have also found more explanations on prime and composite numbers that I could use to put up on a computer overhead. I mainly think that I will use the games to review with students the new terms they have learned. I can use the definitions to make sue they have no miscommunications about the new terms.
7. How will I capture the students' attention?
I would like to begin the week's lesson by placing students in groups and supplying them grouped numbers (prime, composite, square) between 1-99. I would then ask students to see if they could determine any type of relationship between the numbers. Students would be given time to see if they can make any discoveries. They will be given time to explore the ideas on their own, but I will supply them guided instructions individually if they are still struggling. I will then explain each group to students and have them explain how their groups' numbers are applicable to the definitions. I will also point out that square numbers are composite numbers. This will then increase the students group size. Once this activity is over, I will ask that students come up with an example of three numbers over 100 that can serve as examples of each.
8. What types of assessments will I use? What formative and summative ones will best benefit my class?
Throughout the week, I will have students participate in review activities to demonstrate what they have learned. I also would like to include an "Around the World" activity where students would identify what type of number is being shown. I also will have students explain and give examples to their classmates that may demonstrate their understanding of the terms. At the end of the week I will have them re-explain, re-name, and supply new examples for their classmates. Everything that they work on during the week will serve as formative assessments. The final summative assessment will have students re-name the types of numbers and provide an explanation for each.
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