My Favorite Math lesson this Semester

I would have to say that my favorite math lesson this semester had to be the one in which I was able to teach number puzzles to the students.

1. Subject/Content Area: Mathematics/Multiplication
2. Alabama Course of Study Correlation: Grade 5: 2.) Solve problems involving basic operations on whole numbers, including addition and subtraction of seven-digit numbers, multiplication with two-digit multipliers, and division with two-digit divisors. c) Demonstrating computational fluency with addition, subtraction, multiplication, and division of whole numbers
3. Concept or Skill: Understanding Number Puzzles and Finding Common Factors
4. Behavioral Objectives: The Student will be able to
• Find all the factors of a number.
• Find all the ways to multiply whole numbers for a given product.
• Use properties of even, odd, prime, square numbers and the relationships of numbers to solve problems.
5. Evaluation: Walk around the room to see if the students can find the factors of the numbers given. Can they find all of the factors? Are any of the students missing any of the factors? Observe students while they are working in pairs, creating their own puzzles that each have created. In the closure, students will solve puzzles and factors from numbers and puzzles created by the teacher on the SmartBoard and those created by each other.
6. Materials:
• SmartBoard
• Smart Document Camera or Elmo
• Paper
• Pencils

7. Teaching and Learning Procedures:
A. Motivation: Ask the students if they like solving puzzles. Discuss how there are many different types of puzzles, and that today we are going to be working on Number Puzzles. Ask the students if they can remember all of the prime numbers.
B. Instructional Procedure:
C. 1) Review factors of numbers by writing numbers on the board and asking for volunteers to come up to the SmartBoard and find all of the factors based on previously learned material.
2) Spend about five to ten minutes reviewing factors, prime, even, odd, and squared numbers. The teacher will inform students of the importance of the lesson, and how numbers can be represented different ways. Furthermore, the numbers in the problems can help in everyday life, when dealing with percentages, bills, and interest. Also, there may be a point when some students encounter problems where the student may need to solve in order to get the most logical answer. Teacher may need to review squared numbers and how they are created (multiplying a number by itself, ex 6x6, 3x3, 5x5).
3) Teacher will write a Number Puzzle on the Board, involving factors; such as:
• This is a square number
• This number is less than 100
• This number is even
• This number is a multiple of 4
Solution: 4, 16, 36, and 64
4) Create another example on the board and ask students to solve, ex.
• This number is a prime number
• This number is less than 20
• This number is odd
Solution: 1, 3, 5, 7, 11, 13, 17, 19.
5) Ask the students to pair up, use their neighbor across the table, and ask them to try and create their own puzzle. Give each student about ten minutes to come up with his or her own puzzle, similar to the examples, and have them ask their neighbor to solve. If there are questions the partner should ask his or her neighbor to explain the answer, with feedback from the teacher if necessary.

Sample Questions to use throughout the lesson:
Is that number prime?
Is that number odd?
Is that a factor of (?) number?
Can you find another number that is a factor of (?) number?
Can you explain to your neighbor if there are any other factors in the problem?

D. Closure: Allow each student to discuss their problems that they have created. Ask if anyone had problems with their puzzle? Discuss, as a class different ways there may be to solve individual’s puzzles. Share any problems that were brought up during the partner session.
As a way to motivate the students I would see if they think any of the students from the other classes could answer their riddles, or stump the other classes.
E. Supplemental Activities: As a supplemental activity I will write numbers on the SmartBoard and ask the students to find all of the factors for those particular numbers, and see if there are any other problems that they can come up with to stump the teacher.
F. Early Finishers: These students will be asked to come up with new problems that can be assigned for homework or study guides for the rest of the class.
Enrichment: Students will be asked to solve harder problems that will be found in a center, or an area designed for a math workshop, where students can proceed with extra activities.
Remediation: Students needing remediation will be asked to come to small group and we will solve the problems together, or as a group; asking and answering questions as we go, thus allowing the student to gain a firm grasp on the number puzzle concepts.

Reflection:
I really enjoyed this lesson with the kids. They seemed a little confused in the beginning, and I did struggle in the beginning. The teacher had to step in a couple of times and assist me in explanations. Once I caught on to his line of thinking however, I was able to continue with my lesson with fewer helpful tips from him. Furthermore, the only other part that I will change next time, is that I will have more examples in mind and written on paper. Two of the examples I came up with , off the top of my head, were a little to advanced for the kids, but they did not want to move on to a newer problem, they wanted to finish what we had started. After the lesson was over and the children were working in groups to come up with their own problems, they really enjoyed it. I saw how they enjoyed trying to stump the teacher and their classmates. Finally, when the lesson was almost done, I chose one groups’ work, and had the class try and solve it. There were two problems here; one, the children that did the problem tried to solve it, and two I wish I had more time to pick more students to work their problems on the board as well.