Lesson Standard: 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 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.
Content Objective: Students will differentiate between factors and multiples and apply them appropriately.
Mathematical practice(s): 1 Make sense of problems and persevere, 4 Model with mathematics,6 Attend to precision, 8 Understanding patterns and repeated reasoning
Lesson Design / What will the teacher be doing? (lesson structure) / What will the students be doing?(teacher moves- student discourse) / Probing Questions for Differentiation
Assessing Questions
(“stuck”) / Advancing Questions
(further learning)
Engage (Launch)
What are the factors and multiples of 12? / Teacher records student responses on board. (Ask for one answer per student)
Record answers randomly on board. (avoid using a list as you record)
Listen for the correct use of the terms factor and multiple. / Students will discuss the number 12 using the terms factors and multiples.
With your partner/group will discuss the factors and multiples of 12. / Can you give me an example? / Can you give me an example?
Activity or Task 1
There is a lot of information up here about 12. How can you organize it? / Teacher will have students turn to their neighbor and tell them what you are asked to do.
Teacher will walk around to see student work on their boards.
Teacher will listen to discussions at groups.
Have students bring white board to front to show their work. / Students will work individually to organize information collected (in previous activity) as a class on the board.
Students will use academic vocabulary when discussing their work with their partner/group. / Could you use a t-chart or venn diagram to organize the information?
Can you put labels on your work? / Are there any numbers on both sides? Why?
Activity or Task 2
Maria made 1 dozen cookies. She needs to put them into equal groups so that the number of groups is at least 2 but less than 10. What are all the possible equal-size groups she can make with all the cookies? / Teacher will listen for the use of correct vocabulary.
If needed, teacher will pull a “start” to share with the class.
Teacher will have students share their solutions with the class. / Students will work independently first.
Students will then work with partners/group to solve the problem.
Students will record work on binder paper.
Selected students will explain their solution to the class.
Activity or Task 3
Tony works every 4 days and Amanda works every 6 days. If Tony starts work on June 4th and Amanda starts work on June 6th, what days in June will they work together? / Teacher will listen for the use of correct vocabulary.
If needed, teacher will pull a “start” to share with the class. / Students will work with partners/group to solve the problem.
Students will record work on binder paper. / If you worked with Tony and Amanda and start work on June 8th, what days will you work with Tony? Amanda? Both?
Closure
(Formative Assessment)
For this situation with Tony and Amanda, did you use factors or multiples?
Agree/Disagree: The problems with Maria, Tony and Amanda both used multiples. / Teacher will pose question. / Students will respond using 1 for factors and 2 for multiples. Students place the number on their hand for their answer.
Students show thumbs up for agree and thumbs down for disagree.
Maria made 1 dozen cookies. She needs to put them into equal groups so that the number of groups is at least 2 but less than 10. What are all the possible equal-size groups she can make with all the cookies?
Tony works every 4 days and Amanda works every 6 days. If Tony starts work June 4th and Amanda starts work on June 6th, what days in June will they work together?