4th Grade Math: Factors and Multiples

Monday, September 30th, 2013

Common Core Standards: 4.OA.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 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite. Goals and Objectives: Students will problem solve in order to understand the difference between a factor and a multiple. Students will discover common factors and distinct factors between two numbers using a top hat organizer. Materials Needed: SMART file for factors and multiples (included in resources) Math Journals Procedures: Open lesson by reviewing the terms factors and multiples using the SMART file. Open to the slide with the story problem. Give students time to think through the story problem and write their answers in their math journals. Have them share their results with their elbow buddy. Call on a few students to share. Use the story problem to reinforce understanding of the terms factors and multiples. Have students copy down two top hats into their graphic organizers. For the first top hat, ask students to write down the numbers 84 and 72. Ask them to find the common factors between each number and the distinct factors. For the second top hat, have students write the numbers 4 and 6. For this top hat, students will find the common multiples between the two and distinct multiples. Ask them to only find the first 15 multiples of each number. Give students time to complete task, approximately 10 minutes. While students are working, circulate throughout the room to ensure students are on task. Use observational checklist to keep track of understanding and assessment. Gather students back to their seats. Call on two different partner groups to share their answers (1 for each top hat). Allow time for discussion. Conclude lesson with this journal prompt: Who am I? I am an even, composite number. I am a multiple of 12 and a factor of 72. My digits add up to 9. Give time for discussion between elbow buddies and conclude by discussing the answer. The answer should be 36. Reinforce the definition of factors and multiples. Call students to line up by having them name a multiple of 3. Assessment: Use observational checklist for assessment and take note of students during work time and discussion that seem confused.

Differentiation: AIG Students: Give larger numbers to work with for top hat organizers. Allow them to find as many common multiples as they want. Also, have math worksheets available for those who finish early (worksheets from the AIG teacher). Students with special needs: Students who are struggling will work with Mrs. Roll in a small group during the top hat activity. She will have math tiles at the table to make arrays to find factors. ESL: The ESL student works on the computer with IReady. She is at a kindergarten math level and her ESL teacher gives her alternative homework and assignments.