Lesson Plans (2) | Learning Activities (3) | Classroom Resources (4) |

View Standards
**Standard(s): **
[MA2019] (4) 4 :

[DLIT] (4) 13 :

[DLIT] (4) 10 :

4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

[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): **
[MA2019] (4) 4 :

4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

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): **
[MA2019] (3) 4 :

[MA2019] (3) 7 :

[MA2019] (2) 2 :

4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

[MA2019] (3) 7 :

7. Use strategies based on properties and patterns of multiplication to demonstrate fluency with multiplication and division within 100.

a. Fluently determine all products obtained by multiplying two one-digit numbers.

b. State automatically all products of two one-digit numbers by the end of third grade

[MA2019] (2) 2 :

2. Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

a. State automatically all sums of two one-digit numbers.

[MA2019] (4) 4 : 4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

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. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

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

[MA2019] (4) 4 : a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

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 :

[MA2019] (4) 4 :4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

1) Individually brainstorm multiple approaches to an art problem.

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

[MA2019] (4) 4 :

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

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.*

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

In this interactive activity, students will be led through steps to determine if a number is prime or composite. There are teaching activities as well as practice activities available. A handout that describes strategies taught during the interactive is available to be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

In this interactive activity, students will be led through steps to write a positive integer as a product of its prime factors. There are teaching activities as well as practice activities available. A handout that describes strategies taught during the interactive is available to be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

In Module 3, Topic F, armed with an understanding of remainders, students explore factors, multiples, and prime and composite numbers within 100 (4.OA.4). Students gain valuable insights into patterns of divisibility as they test for primes and find factors and multiples, at times using their new skill of dividing double-digit dividends. This prepares them for Topic G’s work with dividends of up to four digits. Lesson 22 has students find factor pairs for numbers to 100 and then use their understanding of factors to determine whether numbers are prime or composite. In Lesson 23, students use division to examine numbers to 100 for factors and make observations about patterns they observe, for example, “When 2 is a factor, the numbers are even.” Lesson 24 transitions the work with factors into a study of multiples, encouraging students to notice that the set of multiples of a number is infinite while the set of factors is finite. In Lesson 25, the Sieve of Eratosthenes uses multiples to enable students to identify and explore the properties of prime and composite numbers to 100.

View Standards
**Standard(s): **
[MA2019] (4) 4 : 4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

[MA2019] (4) 5 :

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

[MA2019] (4) 5 :

5. Generate and analyze a number or shape pattern that follows a given rule.

In this *Cyberchase *lesson plan, students explore different repeating patterns to predict when two or more events will occur at the same time. In the video segment, the CyberSquad examines patterns and beats in music. Students are encouraged to create patterns and draw conclusions. In doing so, they learn to predict the least common factor of up to three numbers.