Caitlyn Nielsen caitlynnielsen@u.boisestate.

edu

Lesson:

Sortiy: Factoring

Quick Overview of Lesson

Pick the topic to place in each bucket and then sort out all of the numbers given into the appropriate bucket. Students must have
25 numbers to start off with and have ten minutes to gain 50 points (students will have to repeat the game). Students get to
choose how to sort the numbers. The more difficult of sorting technique, the higher points that will be rewarded if it is correct.

Why Do Students Care About This Lesson?

The students will learn about factoring numbers in this lesson. It is an appropriate lesson to educate the students on factoring and
help them memorize their facts.

Part 1

Essential Question:

How well do you know how to factor numbers?

Learning Objectives:
Write your learning objectives (see (LO) & identify the Depth of Knowledge (DOK) level (DOK is listed later in this document).
LOs start with a verb (NOT students will). Do not use the words
understand or learn
One objective per (dont use and).
Do NOT mention the task.
What are students able to do or know at the END of the lesson?
 DOK is how much critical thinking the STUDENT is doing.

Learning Objectives DOK level

Which numbers are prime 1

Sort numbers by common factors 4

How to find factors of a number 2

Content Area Standard:

Factoring Numbers

Context:

Who are your learners?

The learners are girls and boys at a public high school in Portland, Oregon.

Grade Level:

High school level, mostly freshman and sophomores.

Part 2
Materials:
List materials required
This lesson plan is required to integrate technology

This lesson plan requires a laptop or ipad to access internet.

Anticipatory Set:

After some lessons on factoring I will introduce the idea of a quiz. That way I have captured the attention of the students. After
that I will explain the game and the rules. At this point the students will be relieved and interested. I will introduce the game
with a projector displayed in front of the class. We will play once through as a class so that everyone understands the concept.
Teaching Steps:
1. Describe the scope and sequence of the activity; listing step by step what will be occurring both by the teacher
and by the students.

2. Do NOT mention the teacher. Your lesson should come from the student perspective.

3. For each task, list the DOK level. How much critical thinking is the student involved in?

Task/Step DOK level

Chose the format in which to sort the numbers 1

Use critical thinking to sort the numbers out in each category 4

Remember the steps it took to find out the answer and memorize it 3

Continue sorting out the tiles until the 50 points is achieved 3

Closure:
How will the lesson end?

This lesson will end with reviewing what we learned through this game.

Modern Lesson Design: 4 Cs

Student connections to the 4cs: Describe how your lesson
addresses each of the 4 Cs

Critically think: Sort out numbers in their choice of format in order to understand how to better
Students are asked to... factor.

Critical thinking is coming up with their own ideas and defending them or creating something new or applying to a new situation.

Collaborate: Thinking through which numbers are prime as well as what factors are of all the
Students are... numbers or what they could be factors of.

Collaboration is not just working together, but to be reliant on each other. There should be some level of task switching.

Communicate: Ask questions when they do not understand and work with their tablemates when
Students will... trying to encode a number.
Communicate is not talking; it is clearly communicating ideas.

Create: Skills around factoring numbers

Students will develop...

Create is how students are being CREATIVE. This is NOT creating art. This is NOT creating a PowerPoint.

DOK Levels
What DOK levels are addressed in this activity?
Remember it is NOT how HARD the task is, but the complexity of thinking.

You may only address ONE DOK level in this lesson

or up to all 4. Describe how your lesson addresses the
DOK level.

DOK 1: Memorize/Follow steps Student must remember how to discover which

numbers are prime, which numbers are factors, and
what the numbers factors are.

DOK 2: Think The students will think through each number and how
to properly sort them

DOK 3: Critically think The students will think through which box is the most
appropriate for the sorting

DOK 4: Original thinking The Students will think through their reasoning and
explanations for all of their actions.

Research:
What will your students be researching? What search/research techniques will your students need to know?

Researching Advanced Search/Research Technique

How can you best sort these numbers to achieve high Play the game multiple times to achieve high scores
points? and gain knowledge.

Assessment:
How will you know students have learned?

Formative assessment (see related info at the bottom of this document)

I will hand out a formative assessment that has around 25 numbers on the page and the student will be required to answer
different questions about the numbers. For example, they will have to answer which numbers are prime. I will also ask questions
like, which numbers are a factor of 50?
Summative assessment (see related info at the bottom of this document)
For the summative assessment I will hand out another paper after they finish playing the game and see how their knowledge has
grown.

Questions to Ask Yourself:

(They need to be considered while creating the lesson plan, but do not need to be recorded here.)

How do you offer your students choice and a piece of control? The students get to decide how to sort out the numbers. The
What decisions do the students get to make? game offers them about 10 different choices for how to sort of
the numbers.

How does your lesson show that the student is the most The students do have choice in this lesson plan. They also get
important? to engage what they have learned in a fun and interactive way.

How do you differentiate for student needs? Why is this lesson This lesson differentiates for different students needs because
appropriate for your lowest student and your highest student? they get to decide how to sort the numbers. There are easier
and harder options.

How do you accommodate students with learning disabilities I can give students that need additional help one-on-one
or language issues? mentoring.

RESOURCES:
What is the difference between formative and summative
assessment?
Formative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning. More specifically,
formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
a midterm exam
a final project
a paper
a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide
their efforts and activities in subsequent courses.

Retrieved 10/2/16 from: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Teaching Excellence & Educational Innovation Copyright 2008, 2015, Eberly Center for Teaching Excellence & Educational
Innovation, Carnegie Mellon University.

Lesson Plan Template retrieved 10/2/16 and adapted from:

http://alicekeeler.com/2016/02/21/my-lesson-plan-template
Teacher Tech blog by Alice Keeler