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In this unit, students extend the idea of decomposition to multiplication and learn to use the term multiple. Students examine various patterns in factor pairs by finding factor pairs for all numbers 1 to 100, and understand and use of the concepts and language in this area, but need not be fluent in finding all factor pairs. Determining whether a given whole number in the range 1 to 100 is a multiple of a given one-digit number is a matter of interpreting prior knowledge of division in terms of the language of multiples and factors. This unit should support the progression of the concept of multiplication that extends to grade 7, where students apply their understanding to operations with rational numbers.
A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.
Gain familiarity with factors and multiples
Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.
AVAILABLE MODEL LESSON PLANS
The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.
This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.
CCSC Alignment: 4.OA.B.4
Students use a hundred chart to find the different factors of a specific multiple, create a model representing the factors for a multiple, identify factor pairs of a multiple, and use factors to solve real world problems.
AVAILABLE MODEL LESSON SEEDS
The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.
This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.
CCSC Alignnment: 4.OA.B.4
Each student pair is given a number (e.g., 1 through 16 or 10 through 25), counters and any manipulative of their choice to form different arrays for their number. They write the multiplication expressions for each array. They record their rectangles on grid paper and label each rectangle with the number of squares/tiles and a multiplication equation. Students then go on a gallery walk to see and discuss the different displays made by the student pairs.