Lesson Plan : Factors and Monomials

Teacher Name:
 Ben Middleton
Grade:
 Grade 7-8
Subject:
 Math

Topic:
 Factors and Monomials
Content:
 Factors Monomials Divisibility
Goals:
 Determine whether one number is a factor of another and if certain expressions are monomials?
Objectives:
 a.Determine whether one number is a factor of another. b.Determine whether certain expressions are monomials.
Introduction:
 Each of you has done division in the past. With some numbers it is easy to come up with an answer while others are harder. There are some basic rules that you can use though to tell if a number is divisible by another number that can make this process much easier.
Development:
 Talk about what a factor is and what the word divisible means. Talk about what a monomial is and the difference between an expression that is a monomial and one that is not. Monomial-an integer, variable, or a product of integers or variables. Ex. -12abc(yes) 2(l + w)(No) Discuss divisibility rules for 2,3,5,6,10. A number is divisible by: -2 if the ones digit is divisible by 2. -3 if the sum of its digits is divisible by 3. -5 if the ones digit is 0 or 5. -6 if the number is divisible by 2 and 3. -10 if the ones digit is 0.
Practice:
 Work through the first three problems in each section with the different concepts to check for comprehension.If the students need more practice then use the following equations: 1. 104;2 (yes) 57;2 (no) 2. 78;3 (yes) 49;3 (no) 3. 60;5 (yes) 84;5 (no) 4. 54;6 (yes) 106;6 (no)divisibe by 2 but not 3 6. 190;10 (yes) 65;10 (no)
Checking For Understanding:
 Make sure students provide an explanation along with their answer for the monomials section.
Evaluation:
 The students struggled some with understanding what a monomial was. We spent more time on going over what a monial is and then giving them expressions and having the class, as well as individual students, tell me whether they were or not and why or why not. After doing this the students seemed to pick it up and didn't seem to have any problems. Divisibilty equations went well as long as students paid attention to the rules.
Teacher Reflections:
 More explanation at beginning may have been needed. Make sure examples and concepts are clearly expressed.

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