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.

Content Standard(s):

Mathematics MA2019 (2019) Grade: 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.

Unpacked Content

Evidence Of Student Attainment:

Students: When given a number in the range 1-100,

Find all factor pairs and recognize that a whole number is a multiple of each of its factors.

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

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

Teacher Vocabulary:

Multiple

Factor

Prime

Composite

Whole number

Factor pair

Knowledge:

Students know:

Factor pairs include two numbers that when multiplied result in a particular product.

Multiples are the result of multiplying two whole numbers.

How to identify a prime or composite number.

Skills:

Students are able to:

Find all factor pairs of a given number.

Identify a number as a multiple of each of its factors.

Determine whether a number is prime or composite.

Understanding:

Students understand that:

A whole number is a multiple of each of its factors.

Numbers can be classified as prime, composite, or neither, based on their properties and characteristics.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.4.4.1: Define factors, prime number, and composite number.
M.4.4.2: Apply properties of operations as strategies to multiply and divide.
M.4.4.3: Identify all factor pairs for a whole number in the range 1-20.
M.4.4.4: Name the first ten multiples of each one-digit natural number.
M.4.4.5: Recall basic multiplication facts.
M.4.4.6: Count within 1000; skip-count by 5s, 10s, and 100s.

Prior Knowledge Skills:

Represent equal groups using manipulatives.

Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.

Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.

Write an equation to express the product of the multipliers (factors).

Relate multiplication to repeated addition and skip counting.

Define pair, odd and even.

Recall doubles addition facts with sums to 20.

Apply sign+ and = to actions of joining sets.

Model written method for composing equations.

Skip count by 2s.

Mathematics MA2019 (2019) Grade: 4

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

Unpacked Content

Evidence Of Student Attainment:

Students: When given a rule or pattern,

Generate a number or shape pattern that follows a given rule.

Identify a missing number or shape in the pattern.

Identify a feature of the pattern.

Example: Given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence, and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers continue to alternate in this way.

Teacher Vocabulary:

Generate

Rule

Pattern

Sequence

Term

Continue

Identify

Explicit

Knowledge:

Students know:

Strategies for generating and recording number or shape patterns from a given rule.

Strategies for identifying and communicating shape and number patterns.

Skills:

Students are able to:

Generate a number or shape pattern that follows a given a rule.

Analyze a number or shape pattern that follows a given rule.

Understanding:

Students understand that:

A pattern is generated from a given rule.

The properties of a rule or pattern can be used to extend a pattern.

Some features of a given pattern are not explicit in the pattern's rule.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.4.5.1: Identify arithmetic patterns, including patterns in the addition table or multiplication table; and explain them using properties of operations.
M.4.5.2: Recognize arithmetic patterns (including geometric patterns or patterns in the addition table or multiplication table).
M.4.5.3: Construct repeating and growing patterns with a variety of representations.
M.4.5.4: Continue an existing pattern.
M.4.5.5: Identify arithmetic patterns.
M.4.5.6: Demonstrate computational fluency, including quick recall, of addition multiplication facts.

Prior Knowledge Skills:

Identify a rule when given a pattern.
Examples: multiplication and division—"Input x 3 = Output". addition and subtraction—"Input + 8 = Output".

Use repeated addition to solve problems with multiple addends.

Count forward in multiples from a given number. Examples: 3, 6, 9, 12; 4, 8, 12, 16.

Define pair, odd and even.

Recall doubles addition facts with sums to 20.

Skip count by 2s.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.4.5 Use repeating patterns to make predictions.

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.

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