Math Factors and Multiples Common Core Standards: 4.OA.B.

4 Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite. Summary: Students will begin by completing an anticipatory set about factors and multiples. Students will learn the definitions of factor and multiple. Students will be given a specific factor and will generate several multiples for that factor. Students will use multiplication problems to prove that multiple is a multiple of the factor. Students will then look at one multiple and find all of the factors of that multiple by brainstorming multiplication problems that equal to the multiple number. Students will then independently answer multiplechoice questions about factors and multiples. Advanced students will answer a complex word problem about factors and multiples, write about their thinking process, and explain it to fellow students. Struggling learners will learn how to use a multiplication chart to answer questions about factors and multiples. Objectives: SWBAT define the words factor and multiple. SWBAT to find several multiples of a factor. SWBAT find the factors of a multiple.

Materials: Example of a T Chart Example of a factor box Notebook paper Independent practice worksheet.

Lesson Sequence: Pre-Assessment: Pass out 1 copy of the Anticipatory Set* to each student. Read aloud the directions to students. Tell students to answer the questions quickly. Tell them that they will have the opportunity to change their answers if they desire at the end of class. Tell students that they should keep their papers at their desks until the end of class, when they will have the opportunity to change their answers. Ask students if the questions were difficult. Most will say

yes. Tell them that by the end of the class period, they will be able to answer those questions without much difficulty.

1) Tell students that they are going to learn what factors and multiples are. Draw a t-chart on the board. Label one side Factors and the other side Multiples. Tell students that factors are the numbers multiplied together in a problem. Multiples are the numbers you get as the answers to multiplication problems. Write the definitions of both terms on the appropriate sides of the t-chart. 2) Tell students that they are going to start with a factor of 2. Write 2 on the Factors side of the t-chart. Tell students that the multiples of 2 are all answers to multiplication problems that have a factor of 2. Choose one student to count by 2. Record a few of the multiples of 2 that s/he says on the Multiples side of the t-chart. Ask students to think of a multiplication problem that includes 2. As a factor for each of the multiples listed on the t-chart. Record those multiplication problems on the t-chart. See the example tchart in supplemental resources, if you need a model. 3) Repeat the process of giving students a factor, finding a few multiples, and writing multiplication sentences that prove the number is a multiple of the factor given. Some factors you might try are 4, 5, and 10. 4) After you have a t-chart that includes 3-4 factors, multiples for each factor, and the multiplication problems for each multiple, ask students these guiding questions about the different factors. How would you find the 10th multiple of a factor? (Students should say multiply the factor by 10.) How would you find the 20th multiple of a factor? (Students should say multiply the factor by 20.) How would you find the 8th multiple of a factor? (Students should say multiply the factor by 8.)

5) Tell students that now they are going to do the reverse of what they just did. Instead of finding many multiples for one factor, they are going to learn how to find many factors for just one multiple.

6) Write the number 24 in a box on the board. Tell students that 24 are a multiple, and they must find all of its factors. Ask students to think about a multiplication problem that has an answer of 24. Answers will vary, but record the factors given to the side of the box. For example, if a student says 2 x 12, you should record 2 and 12 as factors. Record the full multiplication problem next to each factor listed. See the example factor box in supplemental resources, if you need a model. 7) After you complete the factor box for 24, have students attempt to create one on their own on notebook paper for the number 50. Remind students to think of any multiplication problem that has an answer of 50. The numbers multiplied together to get 50 are the factors. After students have had a few minutes to find all the factors of 50, ask them what factors they found for 50. Draw a factor box for 50 on the board as they give you the factors. 8) After you complete the factor box for 50, have the students revisit the Anticipatory Set that they did at the beginning of the class period. Allow students to have a few minutes to change any answers they want to. When students have finished correcting their Anticipatory Sets, for each question ask students to hold up a thumbs-up if they said yes and a thumbs-down if they said no and then reveal the correct answer. Ask students if the questions were easier after learning more about factors and multiples. 9) After you have reviewed the Anticipatory Sets, pass out one copy of the independent practice to each student. Allow students to work independently. Advanced Learner: 1) Gather advanced learners together. Tell them that they are going to have to use what they learned about factors and multiples to solve a word problem. 2) Give each student a copy of the Advanced Learner question. Read aloud the problem, but dont give students much direction. Encourage them to use any strategy that they think will work to solve the problem. Remind students that they should both solve the problem and explain their thinking in a paragraph. 3) When students have finished working, rejoin the group and discuss the answer(s) the students got. Students should have figured out that the boys would both go to the bank on the 84th day. Take time to allow each student to share the strategy and thinking s/he used to solve the problem. Sharing the strategies will allow the advanced learners to learn from one another.

Struggling Learner: 1) Gather struggling students together. Give each student a copy of a multiplication chart. Tell students that the factors are listed along the top and left side and the multiples are underneath and beside each factor in columns and rows. 2) Ask students to find 36 on the multiplication chart. Students will find 36 in several different places. Record 36 in a factor box on chart paper or on the board. Choose a student that found 36. Instruct him/her to follow 36 with their finger up to one of its factors. Record that factor beside the factor box. Then instruct him/her to follow 36 left to its other factor. Record that factor beside the factor box. Call on another student who found 36 in another place on the multiplication chart. Have him/her find the factors by using his/her finger on the chart. Repeat until students have found all the factors of 36 that are listed on the multiplication chart. Note: 1, 2, 18, and 36 are also factors of 36 but are not on the multiplication chart. Depending on your struggling learners, you can choose to bring this up to students or to just let them explore factors that are on the multiplication chart. 3) Now have students look for the number 18 on the multiplication chart. They should find it in several different places. Have students use their multiplication charts to create a factor box for 18. Have students work independently to find all the factors of 18. When students have finished, go over the correct answers with them. Note: 1 and 18 are also factors of 18 but are not on the multiplication chart. Depending on your struggling learners, you can choose to bring this up to students or just let them explore factors that are on the multiplication chart.

4) Tell students to look at the factor 7. Have them place their finger on the 7 factors. Have students use the multiplication chart to help them count by sevens aloud with you. Ask students to use their multiplication chart to find the 5 th multiple of 7, the 8th multiple of 7, etc. Continue asking students about specific factors in this manner until students have mastered the concept. 5) Have students return to their seats. Allow them to use their multiplication charts on their independent practice questions from the whole-class instruction. Review/Assessment: 1. Students will be assessed by small/whole group participation. 2. Students will informally be assessed on their practice test worksheet.