I taught this lesson to my 6th grade math class. The lesson involved a somewhat difficult connection for the students about square numbers and factors of numbers. I designed a visual aid that looked like an actual locker so the students could actually manipulate the door opening/closing for themselves. By doing so, the students were more engaged with their learning. This is an example of one way I facilitated learning with understanding for my students.

Subject: Math; 6th Grade: Duration of lesson 9:00 - 9:55

OUTCOMES: SWBAT identify number patterns in a given problem.

SWBAT identify square numbers from 1 - 30.

RATIONALE: Students have worked with multiples, factors and factorization. This problem will allow them to apply this knowledge in a practical situation.

MATERIALS:

Teacher: Locker Chart

PROCEDURES:

Beginning (Motivation):

• Ask students to turn to page 58 of their “Prime Time” math book. Have a volunteer read problem 6.1.
• Ask the students which lockers they think will be open at the end of the exercise.

Body

• Ask students if they think it is practical to consider the problem using 1000 lockers. “What could we do to make this more manageable?” (use 30)
• Put “locker chart” on board and allow students time to consider it.
• Hand out “locker problem” chart for record keeping. . Students will keep track of the doors as we actually open or close them.
• Teacher makes list of 1-30 on chart to keep track of locker status along with students
• Teacher opens ALL the locker doors. “Mark this on your paper on some way. (“O” for open).
• Ask for volunteer to close doors 2, 4, 6, etc. (“Close all doors that are multiples of 2”)
• Ask for observations of patterns, (even/odd?)
• List observations on board.
• Next volunteer will change the state of locker 3, 6, 9, etc. (explain “change the state” = if closed-open; if open, close)
• “What do you notice about the lockers now?” List observations.
• Follow same procedure for 4 and its’ multiples, etc.
• Ask if anyone notices a pattern. “What can you tell me about the open lockers? The closed ones? (students may note that the prime numbers have odd numbers of actions i.e. a factor that doesn’t have a “pair.”)

Ending

• Conversation generated through discussion may be on multiples, factor pairs, even/odd numbers.
• Remind them of class project where factor pairs were made for the numbers. Any connections?