Math 6-8 Lesson Plan (Aligned to CCSSM)
Course: _6th grade math
CCSS Standard Number(s): _6.NS.4___________ Day: _10 days______
Unit # and Title: _#1 / Foundations of factors to GCF__________________ Block(s)/Period(s): 1 2 3 4 5 6
Unit Essential Question(s):
Learning Target(s)
“I can statements”
How can we generate equivalent expressions?





I can identify prime and composite numbers.
I can find the prime factorization of a composite number.
I can express the prime factorization of a number using exponents.
I can find all factors of any given number, less than or equal to 100.
I can find the greatest common factor of any two numbers, less than or
equal to 100.
 I can create a list of multiples for any number less than or equal to 12.
 I can find the least common multiple of any two numbers, less than or
equal to 12.
 I can determine whether to use LCM or GCF and use it to solve a problem.
Essential Vocabulary
Resources and Materials
Base, composite, equivalent expression, exponent, factor, factor tree, greatest common
factor, least common multiple, numerical expression, prime, prime factorization, product,
simplify
Teacher
Student
Glencoe mathematics course 1 textbook,
practice skills and study guide intervention,
5 minute check, finish line mathematics 6
CCSS, mastermind riddles, math workbook
7, Daily math practice 6, factor grid- color
my factors
Journal, paper, pencils, color pencils, red
pens, ruler, multiplication chart, 2 page
protectors, worksheets provided by teacher
8 Mathematical Practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
Activating Strategy
(Opening Activity)
Cognitive Teaching Strategies
Me/We/Few/You
(TIP-Teacher input
SAP-Student actively
participates
GP – Guided Practice
IP-Independent Practice)
5.
6.
7.
8.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Color me factors - hundreds board. Students will identify prime, composite, and neither
numbers on the graphic organizer. Factors from 1 to 100 will be covered. Students will
learn about patterns of numbers, divisibility rules, prime factorization, exponents, perfect
squares, GCF, and LCM.
Students will do Warm Up – Week 1 and 2 from Daily Math Practice
Warm up will be reviewed with class by students giving answers for tickets.
Me/We/Pair/Group/You
Day 1- Pre-assessment (You - student)
Day 2 & 3 – filling out the “Color Me Factor” graphic organizer (Group)
Me: Teacher will review the previous homework assignment on factors.
We: Teacher will give each student the color me factor worksheet.
As a class, students will complete the 1st 2 rows.
Few: Students will complete the 3rd row with a partner.
You: Student will complete the last row individually.
Teacher will facilitate the activity will students work in groups/ pairs/ and
individually.
Math 6-8 Lesson Plan (Aligned to CCSSM)
Day 4 – Prime & Composite Numbers
Me: teacher will provide students with notes on Prime and Composite numbers:
What is a prime number? How are prime numbers different from composite
numbers?
Students will identify all prime numbers from 1 to 100, which will leave the
Composite from 1 to 100.
Few: Group- do math 7 workbook pg. 25
Few: Pairs -Study Guide Intervention 1-3 all
Me: teacher will facilitate students responses by circulating the room
Day 5 – Prime Factorization
Me: teacher will give students guided notes on prime factorization.
WE – Students will work on Glencoe Crs 1. Practice Skills 1-3 # 1-12 using “Color
Me Factor” GO individually
Me: Display a composite number using a factor tree to find the prime
factorization.
In your Kagan group do - math 7 workbook pg. 24
Day 6 – Exponents
You: Students will turn in week #1 warm-up
Me: Teacher will assist students with guided notes from On Core Mathematics
Section 3-1. Explore 1
Few: Pair (face partners) do “Try this!” pg. 59 # 1a to 1h.
Me: Teacher will assist students with guided notes from On Core Mathematics
Section 3-1, Example 2 pg. 60 using exponents to write expressions
& Example 3 pg. 61 finding the value of a power
Few: Kagan Group – Example 4 pg. 61 Solving problems using exponents
Day 7 - Greatest Common Factors – GCF
Me: teacher will explain how to find greatest common factors by using Color Me
Factor GO, listing, and from Prime factorization (factor tree) by the use of teacher
Provided notes.
Few: Pairs (shoulder partners) students will work out examples 1 and 2 with teacher
Facilitating pairs.
Groups (Kagan) students will share answers with groups and see if answers are
the same. Group member # _____ will answer questions to post up in room.
Day 8 – Least Common Multiples – LCM
Me: Teacher will facilitate group discussion on the difference between factors and
multiples. An example of each will be placed on the board for students to
investigate.
We: Class do lesson 1-7 from On Core pg. 27 – 28.
You: students will work out Practice 28 individually.
Day 9 - Review / Reflection Day
Me: Students will be provided with a study guide for the assessment given on Day 10
We: students will choose group to work in for the review
We: class will participate in Jeopardy game to review for the test.
Day 10 – Assessment #1
You: Students will turn in week #2 warm-up
Me: teacher will provide students with assessment. Students must show all work on
assessments in a neat and orderly fashion.
You: When students finish assessment, they are allowed to start on word search
vocabulary for the next standard.
Math 6-8 Lesson Plan (Aligned to CCSSM)
Summarizing Strategy
(Closing Activity)
Students will review daily vocabulary words associated with each section by providing
displaying examples in their journals. Students will also answer a 5 minute check session
that corresponds with each lesson in their journal as ticket out the door.
Assessment/Homework
Day 1 – (Pre-assessment) word search for essential vocabulary
Day 2 - (Color Me Factor) worksheet – King Tut’s Factor Pyramids – Level 1/2 pg. 14/15
(master mind riddles)
Day 3 – (Color Me Factor completed) worksheet – factor pairs pg. 22 (math workbook 7)
Day 5 – (Prime Factorization) Finish PS 1-3 pg. 3 #13 – 24
Day 6 – (Exponents) On Core Exponents 3-1 pg. 62 Practice all
Day 7 – (Greatest Common Factors) On Core GCF 1-6 pg. 26 Practice all
Day 8 – (Least Common Factors) Math workbook 7 pg. 26 Review GCF & LCM.
Day 9 – (Review) Review vocabulary and math concepts from day 2 – 8
Day 10 – (Assessment) start on new vocabulary
Extending/Refining
Math 6-8 Lesson Plan (Aligned to CCSSM)
Color Factors Board
Step 1: Give each student a Color Factors Board with factors already provided
Step 2: Direct students to place a circle around all numbers without factors established in the
boxes, EXCEPT the number 1 – (this identifies all prime numbers – all numbers without a circle
are composite)
Step 3: Direct students to place a large star in the box for the number 1 – (1 is neither prime nor
composite)
Step 4: Direct students to identify any box with a set of factors that is written twice by placing a
square around the number. Example, box 4 contains the factors 2 x 2 so place a square around
the 4.
Step 5: Direct students to color the entire 2 box yellow (lightly) and then color every 2 being
multiplied yellow.
Step 6: Direct students to color the entire 3 box blue (lightly) and then color every 3 being
multiplied blue.
Step 7: Direct students to color the entire 4 box pink (lightly) and then color every 4 being
multiplied pink.
Step 8: Direct students to color the entire 5 box orange (lightly) and then color every 5 being
multiplied orange.
Step 9: Direct students to color the entire 6 box green (lightly) and then color every 6 being
multiplied green.
Step 10: Direct students to color the entire 7 box purple (lightly) and then color every 7 being
multiplied purple.
Step 11: Direct students to color the entire 8 box brown (lightly) and then color every 8 being
multiplied brown.
Step 12: Direct students to color the entire 9 box red (lightly) and then color every 9 being
multiplied red.
Math 6-8 Lesson Plan (Aligned to CCSSM)
1
2
3
4
5
2x2
6
7
8
2x3
11
9
2x4
12
13
3x3
14
2x6
3x4
16
17
18
3x7
3x9
29
34
38
39
43
5x7
40
3 x 13
44
2 x 21
3 x 14
6x7
2 x 23
35
2 x 17
2 x 19
47
30
2 x 15
3 x 10
5x6
3 x 11
2 x 18
3 x 12
4x9
6x6
42
5x5
2 x 14
4x7
33
37
25
2 x 12
3x8
4x6
2 x 16
4x8
46
20
24
28
32
41
3x5
2 x 10
4x5
2 x 11
2 x 13
36
19
23
27
31
15
2x9
3x6
22
26
2x5
2x7
2x8
4x4
21
10
2 x 20
4 x 10
5x8
45
2 x 22
4 x 11
48
49
2 x 24
3 x 16
4 x 12
6x8
3 x 15
5x9
50
7x7
2 x 25
5 x 10
Math 6-8 Lesson Plan (Aligned to CCSSM)
51
52
3 x 17
56
53
57
58
63
2 x 31
67
64
68
69
73
77
81
3 x 27
9x9
86
74
78
91
96
2 x 48
2 x 40
4 x 20
5 x 16
8 x 10
85
89
5 x 17
90
2 x 44
4 x 22
8 x 11
93
2 x 46
4 x 23
97
80
84
88
92
3 x 25
5 x 15
2 x 42
3 x 28
4 x 21
6 x 14
7 x 12
3 x 29
7 x 13
75
79
2 x 41
2 x 43
2 x 35
5 x 14
7 x 10
2 x 39
3 x 26
6 x 13
83
87
70
2 x 37
7 x 11
82
5 x 13
3 x 23
2 x 36
3 x 24
4 x 18
6 x 12
8x9
2 x 38
4 x 19
65
2 x 32
4 x 16
8x8
2 x 34
4 x 17
72
76
60
2 x 30
3 x 20
4 x 15
5 x 12
6 x 10
3 x 21
7x9
2 x 33
3 x 22
6 x 11
71
59
5 x 11
2 x 29
62
66
55
2 x 27
3 x 18
6x9
2 x 28
4 x 14
7x8
61
54
2 x 26
4 x 13
2 x 45
3 x 30
5 x 18
6 x 15
9 x 10
94
3 x 31
98
95
2 x 47
99
2 x 49
5 x 19
100
3 x 33
2 x 50
Math 6-8 Lesson Plan (Aligned to CCSSM)
3 x 32
4 x 24
6 x 16
8 x 12
7 x 14
9 x 11
4 x 25
5 x 20
10 x 10