Sieve of Eratosthenes

Rated 4.73 out of 5, based on 22 reviews

4.7 (22 ratings)

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Grade Levels

3rd - 6th

Subjects

Math, Mental Math

Resource Type

Activities, Lesson

Standards

CCSS3.NBT.A.3

CCSS3.OA.B.5

CCSS3.OA.C.7

CCSS4.OA.B.4

CCSS5.OA.B.3

Formats Included

Pages

15 pages

$5.00

Wish List

$5.00

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What educators are saying

This was perfect for my early finishers and those above grade level. Such high engagement! I didn't even have to hover!! They were so motivated and working so well together. :)

— Megan S.

Rated 5 out of 5

I used this lesson as plans for a substitute. It is complete, comprehensive, and easy to follow. My students were very engaged and enjoyed the lesson.

— Beth B.

Rated 5 out of 5

Description

Standards

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Reviews

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Description

This amazing Sieve of Eratosthenes complete lesson will have your students looking at multiplication in a whole new way. It’s an “open task,” meaning that each student will learn something unique.

For some, the sieve is a way to master times tables. For others, it will help with common denominators or factoring expressions. The sieve also highlights patterns that can improve mental math with all four operations.

What's Included:
★ Introduction
★ Lesson plans
★ Two handouts with keys
★ A rubric

You might also be interested in these other resources:

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★ Sieve of Eratosthenes - Worksheet Only

This product, however, will do a few things for you and your sanity to allow you to fully enjoy teaching your students:

✰ Cut down on your prep time
✰ Lesson plans are already created and ready to go
✰ Pre-organized
✰ Comprehensive and driven by proven results
✰ Free updates

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Total Pages

15 pages

Answer Key

Included with rubric

Teaching Duration

90 minutes

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Standards

to see state-specific standards (only available in the US).

CCSS3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

CCSS3.OA.B.5

Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS4.OA.B.4

Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

CCSS5.OA.B.3

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

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