Chapter 5: Factors, Multiples, and Patterns

In Chapter 5, students will:

• Gain familiarity with factors and multiples
• Generate and analyze patterns

Divisibility Rules:

A number is divisible by these numbers if these rules apply:

2 – the number is even

3 - the sum of the digits is divisible by 3

5 – the number ends with a 0 or 5

6 - the number is even and divisible by 3

9 – the sum of the digits is divisible by 9

Vocabulary:

(use the equations 3x4=12 & 4x6=24 as the example)

• factor – a number used to multiply (ex. 3 & 4 to make 12)
• common factor – a factor used by 2 or more numbers
• (ex. 4 is a common factor for 12 & 24)
• multiple – the product of two numbers is a multiple of each number
• (ex. 12 is a multiple of 3; 12 is also a multiple of 4)
• common multiple – a multiple of 2 or more numbers
• (ex. 12 & 24 are a common multiple of 4)
• prime number – a number greater than 1 that has only 2 factors (1 & itself)
• (ex. 3 is a prime number)
• composite number – a number greater than 1 that has more than 2 factors
• (ex. 4, 6, 12, 24 are all composite numbers)

Chapter 5 videos

Lesson 5.1 - Model Factors (CC.4.OA.4)

Lesson 5.2 - Factors and Divisibility (CC.4.OA.4)

Lesson 5.3 - Problem Solving • Common Factors (CC.4.OA.4)

Lesson 5.4 - Factors and Multiples (CC.4.OA.4)*

Lesson 5.5 - Prime and Composite Numbers (CC.4.OA.4)*

Lesson 5.6 - Algebra • Number Patterns (CC.4.OA.5)*

* created by Alden Jack - North Park Elementary

Chapter 5 Standards: Operations & Algebraic Thinking

Gain familiarity with factors and multiples (CC.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.

Generate and analyze patterns (CC.4.OA.5)

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the staring 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 will continue to alternate in this way.