Mathematics Alignment Lesson

Grade 4 Quarter 1 Day 26

Common Core State Standard(s)
4.OA.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.

Standards for Mathematical Practice

Standard 3. Construct viable arguments and
critique reasoning of others.
Standard 4. Model with Mathematics
Standard 5. Use appropriate tools
strategically.
Standard 6: Attend to Precision.

Materials Needed:
Blackline Masters- Fishbowl,
Capsule Vocabulary, Exit Ticket,
Prime or Composite NumbersHW
Index Cards (optional)
Grid paper/Square tiles
Formative Assessment
Use Exit ticket at the end of the lesson
to see if student can determine whether a
given number is prime or composite
using a math model and precise
language.
Homework
Only assign for students who were
unable to demonstrate understanding on
the exit ticket the assignment, Prime or
Composite Numbers. Send home grid
paper and/or square tiles for students to
practice.

Alignment Lesson
Discovering Prime or Composite (Day 2 of 2)
Activity 1: Precision Partners (Engage and Explore 20 min)
Capsule Vocabulary Talk Strategy

1. Begin by writing 6-10 words on the board which relate

to Prime and Composite Numbers (See vocabulary)
Begin discussing the topic with the class, modeling and
using the words. List the words used in the class
conversation on the board.
2. Have students practice in partners conducting a similar
conversation about the vocabulary words. Encourage
partners to use as many words as they can. Instruct
students to keep track of the words his or her partner
uses. (Teacher should time each conversation. For
example: 1 - 2 minutes for one person; switch and time
1-2 minutes for second person). Tell each student to
write a summary in their journals using the vocabulary
words. Distribute Blackline Master, Capsule
Vocabulary to each students and have students
complete. For differentiation: Have fast learners create a
flipped video teaching struggling students what the
words mean and where they will see the words.
3. If time allows, have students share aloud their
summaries in whole group. Promote more math talk in a
whole group discussion by asking other questions to
connect and clarify ideas such as: What did ____just
say? Can you tell me more? Who can repeat what
_____just said? Does anyone want to add on to what
____said? Do you agree or disagree with _____s idea?
Is this what you said? Can you prove it? What do you
think will happen if _____? What makes you say that?
Activity 2: Fishbowl Facilitators
(Elaborate and Explain 30 min)

LEARNING STRATEGIES:
1.

Wake County Public School System, 2013

WCPSS/PROJECT ACHIEVE/C&I/2001

Students will participate in a Fishbowl strategy to

facilitate better speaking and listening skills in math talk
conversations in small groups as they prove their

Teacher Guide

Grade 4

Day 26

Standard(s) 4.OA.4

Vocabulary
Factor, factor pair, multiply, divide,
prime, composite, product, array/area
model, number, even, odd,

Source: Teacher Created

Alignment Lesson
Discovering Prime or Composite (Day 2 of 2)
Continued

Protocol for Fishbowl:

1. A small group of students arrange themselves in a circle in the center of a room or at a cluster of desks. This small group
will conduct a discussion together while the rest of the students circle around them and watch, take notes, and later pose
questions and give comments about what they observed.
2. To begin, teachers might select students for the fishbowl who are fairly skilled at group discussion. Once the group is
established, the teacher should set some ground rules. These guidelines ensure that group members practice particular
discussion skills, such as taking turns, building upon a previous person's comments, and asking questions to extend
thinking.
3. The guidelines for the outside circle may include listening quietly, taking notes on discussion skills, and noting
nonverbal communication. Each "outside" student might be assigned an "inside" student to observe specifically,
or the "outside" students can be asked to observe everyone. In general, the silent, observing students attend to
aspects of group discussion that generally aren't noticed in classroom discussions.
4. To begin the discussion, the teacher or a student within the fishbowl offers an open-ended question or problem,
and the fishbowl group discusses it. Provide grid paper and/or square tiles for students to use they justify their
thinking. Students might initially be self-conscious as part of the group "on stage or in the spotlight but they
generally grow comfortable as the conversation flows. Some teachers may find it beneficial to use discussion
starters on index cards such as: I agree/disagree with that idea because I know . . . I am not sure about
____but I do know ____. Can you repeat what you said? So are you saying . . . What makes you say
that? Can you prove it? to support the conversation.
Choose one of the sample questions below to pose to the group inside the fishbowl:
What is the difference between a prime and a composite number?
How do you know if a number is prime or composite?
Is the number 34 prime or composite? What about the number 17?
5. After a set amount of time, the inside circle finishes their discussion and the outside circle discusses what they
observed. This may take as much time as the fishbowl discussion itself, or more. The teacher might begin by
inviting the outside circle to add their thoughts on the subject of the fishbowl conversation. The inside
participants listen and then respond to the comments. Teachers may also ask those in the inner circle to assess
their discussion first, then ask the outside circle to add their comments, as long as everyone can discuss what
happened. The session might end with students from the outside circle proving how they know a number is
prime or composite using models to justify their thinking or the teacher may invite students from the outside
circle to switch places with the inside circle to summarize with the class what they have learned.

Activity 3: Exit Ticket (Extend and Evaluate 10 min.)

1. Have each student complete the Exit Ticket independently. Collect and quickly assess to determine which
students need further support. Answer Key (Students should demonstrate something similar): The number
29 is prime because it has exactly two factors: the number 1 and 29. The other numbers are
composite because they have more than two factors. The following are the factor pairs for each number listed
on the board 21: 1 x 21, 3x7; 39: 1 x 39; 3x13; 51: 1x51; 3x17. Students should be able to demonstrate a
drawing of an array/area model to prove.
2. Assign struggling students the homework assignment, Prime or Composite Numbers. Answer Key: Students
should be able to model using rectangular arrays on grid paper to show the factor pairs for each number and then
Wake County Public School System, 2013
list the factors/factor pairs. 23: 1 x 23 (Prime); 25: 1 x 25, 5x5 (Composite); 30:1 x 30, 2 x 15, 3 x 10, 5 x
6(Composite); 37: 1 x 37 (Prime)

Teacher Guide

Wake County Public School System, 2013

Grade 4

Day 26

Standard(s) 4.OA.4

Blackline Master

Grade 4

Day 26

Standard(s) 4.OA.4

Name:_____________________________________________Date:___________

Capsule Vocabulary Prime & Composite

Numbers
With a partner, hold a conversation using as many
words as you can from the box below. Your partner
should keep track of how many words you used.

Factors
Product
Rectangular Arrays
Odd
Even
Composite
Prime
Multiply
Divide
The Number 1
Factor Pairs
Multiple

After your conversation, write a

summary of what you have learned using
the vocabulary terms above in your
journal or on the back of this paper.

Wake County Public School System, 2013

Blackline Master

Grade 4

Day 26

Standard(s) 4.OA.4

Name:______________________ Date: ________

Exit Ticket

4.OA.4

Explain how you know which

number is prime. Use a
rectangular array/area model to
prove why your solution is
correct and the other answer
choices are incorrect. Use
precise vocabulary to justify
your thinking in the space
below.

Name:___________________Date:______________
Wake County Public School System, 2013

Blackline Master

Grade 4

Day 26

Standard(s) 4.OA.4

Prime or Composite Numbers: HW

Parents: Today in class your child needed additional time and
practice when determining if a given number in the range 1100 is prime or composite.
Students: Tonight at home please use the grid paper/square
tiles to decide if the numbers below are prime or composite by
modeling rectangular arrays and listing the factors/factor pairs.

Prime Number: A number greater than 1 that only has

two factors, 1 and itself. 17 is a prime number
because it only has the factors 1 and 17. Composite
Number: A number that has more than two factors. 34
is a composite number because it has the factors 1, 2,
17, 34.
Numb
er

Factors/Factor Pairs

23

25

30

37

Grid Paper
Wake County Public School System, 2013

Prime or
Composite

Blackline Master

Wake County Public School System, 2013

Grade 4

Day 26

Standard(s) 4.OA.4