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
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
- 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
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
1 topic- Factors, multiples, and primesRequired
Multiplication & Division // Ages 9 to 11
Must find factor pairs before reasoning about which numbers have exactly 2 factors (primes)
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Prime numbers
Ages 9 to 10 // Concept
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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
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.
- 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).
- For 51, find that a 3×17 rectangle can be built, so 51 has factors other than 1 and itself — it is composite.
- 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.
- Try the number 1: it forms only a single 1×1 square — one factor — so it fits neither the prime nor the composite group.
- Record each verdict with its factor pair as justification (e.g. '51 = 3×17, composite'; '97, only 1×97, prime').
- 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.
- 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.
- Move to the next uncrossed number (3) and cross out its multiples; repeat for 5, then 7.
- 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).
- Highlight the primes up to 19 (2, 3, 5, 7, 11, 13, 17, 19) for memorisation.
- 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.
- 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).
- Use divisibility shortcuts: even → ÷2; digit sum divisible by 3 → ÷3; ends in 0 or 5 → ÷5.
- 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.
- Test 51: digit sum 5+1 = 6, divisible by 3, so 51 = 3×17 → composite.
Topic // Standards
Curriculum standards
- 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
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