Your Name: Abby Schrode

Grade Level: 4th

School: Pine Knob Elementary
Date: 2/27/15
Duration of time: 9:10 - 10:00, 45 mins
First lesson on prime and composite numbers is based on the Cognitive Guided Instruction
Model.
Objective for todays lesson: Today students will begin a dialog on prime and composite
numbers. Students will discuss solutions to problem and through guided instruction develop a
definition for prime and composite numbers.

LAUNCH (BEFORE)
Academic, Social and
To introduce my lesson I will present the opening question of the
Linguistic Support:
lesson. Students will come to the carpet and I will call upon students I will read opening
prior knowledge of the assembly the day before. I will say the
questions orally before
principal has asked for our help in planning the closing assembly,
breaking into partner
getting the students excited to answer her question. The prompt is... discovery time.
For the closing assembly for March is Reading Month Mrs.
Yelowshan wants to plan how students should be organized in their
rows. She needs to decide how our class of 29 students will sit. What
ways could we arrange the class so that all rows are equal? What
ways could Mrs. Pertuskas class for 24 students be arranged so that
all rows are equal? After I read the question out loud to the class I
will ask them to solve this problem with their math partner. I also
encourage students to use whatever method they would like to to solve
this problem. I will have the room organized so on their way to meet
with their partner and begin working they will pick up and sheet that
has the question on it and materials that they are able to use to solve
this problem. (10 minutes)
Students are given the
EXPLORE (DURING)
opportunity to use
As students work in pairs to solve this questions I will be walking
multiple tools to aid in
around to conference with student and probe their thinking. I will also their problem solving
make sure they are on the right track with their thinking to answer the and learning. This will
question correctly. Some questions I will ask will be...To deepen
allow them to decide
understanding of question:Why cant you find anymore arrangements what they need to be
for question two? How did you come up with so many different
successful. I will also
solutions for our class? to extend thinking: Are there other numbers make sure to conference
that would only have two arrangements? How did you know to use
with partnerships I know
factors for these solutions? Can you think of a reason there are more will struggle with this
factors for solution one than two?
new concept.
(20 minutes)
SUMMARIZE (AFTER)
The purpose of building
When students have solved the problem I will call them back to the from less difficult to
carpet to explain their thinking I will have them show possible
more difficult concepts is
arrangements for both one and two. I will start with students who
so students are able to
used titles to explain their thinking, then students who used factor
make connections and
pairs, then if anyone used a factor tree. This way I can build from
understanding the
simpler ideas to more complex. When students are explaining I will material clearer. I will
probe with questions like: Why was there only one set of factors for also re voice and have
number two? How is the number 29 different than the number 24?
those who have a harder
This will lead to me writing the definition of a prime and composite time paying attention re
number. Student will copy definitions.
voice students ideas to
(15 minutes)
stay engaged in the
discussion.

Assessment
This assessment is open
I will ask student on the way back to their seats to use a sticky note to ended so students can
write on the jot lot. I will ask student to: Think of another number show their thinking by
they believe is prime and why?
showing factor trees,
arrays, factor pairs, or
writing it.