Use the relationships demonstrated in the factor pairs to justify thinking. Look for and express regularity in reasoning Use the patterns illustrated in the multiplication chart to express the regularity in multiple progressions. Use the relationships demonstrated in the within a group of multiples for a given one-digit factor to justify thinking. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 4.OA.B.4 Find all factor pairs for Essential Skills and Knowledge It is best to allow students some time for a whole number in the range exploration so they can discover factor pairs on Recognize that a whole Knowledge of multiplication as arrays their own. Asking questions of students as they • number is a multiple of each of its and its connection to area of work can get them thinking and applying some of factors. Determine whether a rectangles to determine factor pairs the Standards for Mathematical Practice. given whole number in the range 1–100 is a multiple of a given Knowledge of and ability to apply Examples: • number. Determine whether a multiplication facts to determine How did you figure out whether or not you have given whole number in the range multiples of one-digit numbers all of the factors? 1–100 is prime or composite. Is this true for all numbers? Ability to apply knowledge of basic What patterns do you notice in the factors you • multiplication facts to determine if found? products are prime or composite by Provide students with counters or pennies to find determining all possible factor the factors of numbers. Have them find ways to combinations for specific products separate the counters into equal subsets. Example:
Use the relationships demonstrated in the factor pairs to justify thinking. Look for and express regularity in reasoning Use the patterns illustrated in the multiplication chart to express the regularity in multiple progressions. Use the relationships demonstrated in the within a group of multiples for a given one-digit factor to justify thinking. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 4.OA.B.4 Find all factor pairs for a whole number in the range 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 number. Determine whether a given whole number in the range 1–100 is prime or composite. Essential Skills and Knowledge • Knowledge of multiplication as arrays and its connection to area of rectangles to determine factor pairs • Knowledge of and ability to apply multiplication facts to determine multiples of one-digit numbers • Ability to apply knowledge of basic multiplication facts to determine if products are prime or composite by determining all possible factor combinations for specific products It is best to allow students some time for exploration so they can discover factor pairs on their own. Asking questions of students as they work can get them thinking and applying some of the Standards for Mathematical Practice. Examples: How did you figure out whether or not you have all of the factors? Is this true for all numbers? What patterns do you notice in the factors you found? Provide students with counters or pennies to find the factors of numbers. Have them find ways to separate the counters into equal subsets. Example:
Unit_4_OA_B_4_Factors_and_Multiples.docx