Lesson Plans (2) | Learning Activities (3) |

View Standards
**Standard(s): **
[MA2015] (4) 4 :

[DLIT] (4) 13 :

[DLIT] (4) 10 :

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. [4-OA4]

[DLIT] (4) 13 :

7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (4) 10 :

4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

Students will use the free online coding program *Scratch* to learn the basics of coding and how to use blocks and animations to create a game. Students will create a game to find multiples of a given factor by making a character fly into the correct multiple of the given factor. The student will go through a series of coding steps to create a background, make a character fly, and create the factor and multiple game.

*This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project.*

View Standards
**Standard(s): **
[MA2015] (4) 4 :

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. [4-OA4]

Students will explore and review prime and composite numbers. Students will also build a factor tree model by displaying how to write out a prime factorization of a number correctly, how to identify prime and composite numbers, and how to check their results. This hands-on approach allows students to use different mediums and practice their understanding of mathematics.

View Standards
**Standard(s): **
[MA2015] (3) 4 :

[MA2015] (3) 7 :

[MA2015] (2) 2 :

[MA2015] (4) 4 :

4 ) Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3-OA4]

[MA2015] (3) 7 :

7 ) Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 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. [3-OA7]

[MA2015] (2) 2 :

2 ) Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. [2-OA2]

[MA2015] (4) 4 :

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. [4-OA4]

Ken Ken is a fun and engaging way for students to practice fluency with math facts as well as develop deductive reasoning skills. This activity presents the game rules to the students and shows them how to choose the correct size and difficulty level to meet their needs.

*This activity was created as a result of the ALEX Resource Development Summit.*

View Standards
**Standard(s): **
[ARTS] VISA (4) 14 :

[SS2010] ALA (4) 6 :

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. [4-OA4]

14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[SS2010] ALA (4) 6 :

6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

• Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys

[MA2015] (4) 4 : Students will watch a video on the history of the quilters of Gee's Bend, Alabama. After watching the video and discussing the lifestyle of the citizens of Gee's Bend, the students will create a classroom quilt that reflects their personalities and lifestyles. The class will have to use factor pairs to decide the best way to assemble the quilt.

*This activity was created as a result of the Arts COS Resource Development Summit.*

View Standards
**Standard(s): **
[ARTS] VISA (4) 1 :

[MA2015] (4) 4 :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. [4-OA4]

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[MA2015] (4) 4 :

This learning activity should be done at the end of a lesson on factors and multiples. The teacher will pose a real-world problem that requires the students to create multiple designs for a tabletop using all the factors of 24. Using virtual manipulatives, students will work individually to create multiple designs for a table using all the factors of 24.

*This activity was created as a result of the Arts COS Resource Development Summit.*