Multiples and Factors

Expectations:

B2.2 understand the divisibility rules and use them to determine whether numbers are divisible by 2, 3, 4, 5, 6, 8, 9, and 10

B2.6 represent composite numbers as a product of their prime factors, including through the use of factor trees

Key Concepts

1. Factors and multiples are different things.

2.But they both involve multiplication:

• Factors are what we can multiply to get the number

• Multiples are what we get after multiplying the number by an integer (not a fraction)

Social emotional learning Focus

Focus # 6: Think critically and creatively. By reflecting and demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal). See themselves as capable math learners, and strengthen their sense of ownership of their learning, as part of their emerging sense of identity and belonging.

Geared Up

Source: 3 Act Math: Graham Fletcher https://gfletchy.com/geared-up/

• Play Act 1

• Discuss the questions, record their estimates
  Pose the Question for Act 2: Give the students time to count the gears

• Play Act 2

• Does anyone want to adjust their answer?

• Play Act 3

Provide Students with these questions:

• How many hot dogs come in a package?

• How many hot dog buns come in a package?

• What might happen if you buy one package of hot dogs and one package of hot dog buns?

• How might that make someone feel?

• What is a guess that is too low?

• What is a guess that is too high?

• What is your best guess?

• How can we represent this using pictures, numbers, symbols, and words?

Problem Solving Framework (Handout)

Teacher Reflection, Pedagogical Moves and examples of students' thinking: Press Here