Math // Multiplication & Division

Prime numbers

Know and use the vocabulary of prime numbers, prime factors, and composite numbers; establish whether a number up to 100 is prime; recall prime numbers up to 19

Ages
9 to 10
Type
Concept
Builds on
1 topic
Leads to
0 topics
Standards
3 codes

Quick check

Can the learner tell you what makes a number 'prime' — that it only divides exactly by 1 and itself — and give some examples like 7, 11, and 13?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Explain that a prime number has exactly two factors: 1 and itself
  • Determine whether 51 is prime or composite and justify the answer
  • List all prime numbers up to 19 from memory

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

1 topic
  • Multiplication & Division // Ages 9 to 11

    Must find factor pairs before reasoning about which numbers have exactly 2 factors (primes)

You are here

Prime numbers

Ages 9 to 10 // Concept

Leads to

0 topics

Nothing in the catalogue builds on this topic yet. Browse Multiplication & Division

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

For 9–10 year-olds learning prime, prime factor and composite numbers: establish whether a number up to 100 is prime and recall the primes to 19. Primeness is grounded on factor-finding — a prime is a number whose only rectangle is 1×n (exactly two factors: 1 and itself); composite has more than two; 1 is neither because it has only one factor. Learners build this through rectangle-building, the Sieve of Eratosthenes, efficient square-root-bounded divisibility testing, and justified classification (e.g. 51 = 3×17 → composite), with checkable recall and reasoning to confirm the definition they actually hold.

Common misconceptions

  • Believing 1 is prime (it has only one factor — it is neither).
  • Thinking all odd numbers are prime (9, 15, 21, 51 are composite) or that 2 isn't prime because it's even.
  • Classifying by 'feel' without checking factors/divisibility.
  • Checking divisibility inefficiently (testing all numbers, not just primes to the square root).
  • Confusing 'prime factor' with 'factor' — not every factor is prime.

Useful representations

  • Rectangle/array — a prime makes only the 1×n rectangle (one factor pair)
  • Sieve of Eratosthenes on a hundred square — crossing out multiples leaves the primes
  • Factor list / factor rainbow — counting factors to classify
  • Divisibility-rule checks up to the square root

Teaching practices

  • Define prime as EXACTLY two factors and build it on factor-finding — a prime is a number with only the 1×n rectangle — so the definition is grounded, not memorised.
  • Address the '1 is prime' misconception head-on: 1 has only one factor, so it is neither prime nor composite.
  • Teach efficient primality testing — check divisibility by primes up to the square root — supported by divisibility rules for 2, 3, 5.
  • Use the Sieve of Eratosthenes on a hundred square to reveal the primes and why multiples are composite.
  • Require justification ('51 = 3×17 so it's composite'), not just a prime/composite label; memorise primes to 19.

Activities to try

  1. 1

    Rectangle-building: when is only 1×n possible?

    Why it works: A prime number can only be made into the 1×n rectangle (exactly two factors); a composite makes at least one other rectangle; and 1 is neither prime nor composite because it has only a single factor.

    1. Take a number and try to arrange that many counters (or squares on grid paper) into complete rectangles with more than one row and more than one column (a single line, 1×n, does not count as another rectangle).
    2. For 51, find that a 3×17 rectangle can be built, so 51 has factors other than 1 and itself — it is composite.
    3. For 97, try rows of 2, 3, 5 and 7 — the primes up to its square root (just under 10), since any larger factor would pair with a smaller one already tested — and find that only a single 1×97 line forms, so 97 is prime.
    4. Try the number 1: it forms only a single 1×1 square — one factor — so it fits neither the prime nor the composite group.
    5. Record each verdict with its factor pair as justification (e.g. '51 = 3×17, composite'; '97, only 1×97, prime').
  2. 2

    Sieve of Eratosthenes on a hundred square

    Why it works: Composite numbers are exactly the multiples that get crossed out; once 1 is set aside as neither, the survivors are the primes. This also makes the primes to 19 visible for recall.

    1. On a 1–100 grid, first cross out 1 (it is neither prime nor composite), then circle 2 and cross out every later multiple of 2.
    2. Move to the next uncrossed number (3) and cross out its multiples; repeat for 5, then 7.
    3. Notice that the numbers still standing (circled or uncrossed) are exactly the primes, and that every number crossed out as a multiple is a multiple of a smaller prime, so it is composite (1 was crossed out separately because it is neither).
    4. Highlight the primes up to 19 (2, 3, 5, 7, 11, 13, 17, 19) for memorisation.
  3. 3

    Efficient primality testing to the square root

    Why it works: For a whole number greater than 1, you only need to check divisibility by primes up to the square root; if none divide the number, it is prime. Divisibility rules make this fast.

    1. To test whether a whole number greater than 1 is prime, divide only by the primes 2, 3, 5, 7… up to its square root (1 is neither prime nor composite, so it is not tested this way).
    2. Use divisibility shortcuts: even → ÷2; digit sum divisible by 3 → ÷3; ends in 0 or 5 → ÷5.
    3. Test 97: not even, digit sum 16 (not divisible by 3), does not end in 0/5, not divisible by 7 — and since the next prime 11 has 11×11 = 121 > 97, there is no need to test further, so 97 is prime.
    4. Test 51: digit sum 5+1 = 6, divisible by 3, so 51 = 3×17 → composite.

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
Common Core State Standards for Mathematics
4.OA.4
The national curriculum in England: Key stages 1 and 2 framework document
Ma5/2.3bMa5/2.3c

Math // Multiplication & Division