CCSS - MATH.CONTENT.4.OA.B.4 - Gain Familiarity With Factors and Multiples Find All Factor

“Factors and Multiples” Lesson Plan
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Fourth Grade / Mathematics Miss Bella Galli September 13th, 2018
Common Core State Standards and/or Michigan GLCEs and/or HSCEs (InTASC 1. Learner Development)
 CCSS.MATH.CONTENT.4.OA.B.4 – Gain familiarity with factors and multiples; 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.
Important Concepts (InTASC 4. Content Knowledge)

 Determine factor pairs for numbers in the range 1-100.
 Be able to complete factor trees by breaking apart whole number into simpler numbers.
 Determine whether a whole number in the range 1-100 is prime or composite.
 Understand and utilize concept models: Area models, number bonds (or number trees), and t-charts.
Learning Outcomes (InTASC 4. Content Knowledge)
 Students will understand how to use models to determine multiples and factors.
 Students are expected to understand and to be able to identify the difference between prime and
composite numbers.
 Students will be able to complete number bonds/number trees by breaking apart a whole number (in
the range 1-100), into the simplest whole numbers (by division/multiplication).
 Students are expected to understand the differences between factors and multiples, when asked to
identify them.
 Students are expected to consistently practice multiplication facts, so that they maintain a strong
foundation for understanding factors and multiples.
Assessment Summary (InTASC 6. Assessment)

FORMATIVE ASSESSMENTS: For this lesson, the teacher will explain an example of a factor and an example
of a multiple. The teacher will question the students by talking through multiplication/division facts and
refreshing students on such equations. As students begin to see the concept of simplifying whole numbers and
multiplying them (in the range 1-100), they will be given different visuals (such as number trees and t-charts)
to help clarify. The teacher will them provide a few questions, either written on the board or from a
worksheet or the textbook, and she walk around the classroom answering questions. Book work/worksheets
will be given out each day to be completed individually for homework. Answers will be checked in class. The
teacher will answer any questions that students ask and will also allow for time to work in the classroom, so
that she can walk around and observe students’ strengths and weaknesses. She may also quiz the students on
their multiplication times tables once a week, so that the students will repetitively practice their multiplication
and stay on top of their memorization. The teacher may also present small quizzes, asking to identify either
factors or multiples for whole numbers 1-100. Throughout the lesson, the teacher will go through examples
step-by-step and ask the class to indicate whether they understand the concept (thumbs up or down, nod or
shake head, etc.). She will take time to make sure the students understand before moving on to the next point.
SUMMATIVE ASSESSMENT: Tests will be given at the end of every chapter to evaluate the students’
knowledge of the new concepts learned and to give the teacher insight as to what she needs to do to better
connect to her students and to help them continue to practice and study. They may also receive a weekly quiz
covering two or three lessons, depending on what is accomplished within that week, in order to help students
that are struggling with certain concepts earlier rather than later into the chapter.
Prerequisite Relationships to New Learning (InTASC : Learner Development, InTASC 2: Learning Differences)
 Students must be able to multiply and divide proficiently; they must know and mostly have
memorized basic multiplication and division facts.
Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)

1.) For students who do not have prerequisite relationships, the teacher may start out with drawing
pictures or models to display the concept. She may also begin the class with a short review of
multiplication and division facts. It is also important to connect the lesson to a relatable object or idea,
so that the children will connect better to the lesson.
2.) If students show lack of understanding, the teacher will continue to ask questions after each step is
taken and after new concepts are introduced. She will show examples of proper technique step-by-
step. She may use the opportunity of an error to show students what to avoid and to test their
knowledge on how they could fix the error. The teacher will try different activities with the class to
find the best fit for the students, as well as help guide students on the journey to their answer, without
actually giving it to them.
3.) The teacher must be flexible with the levels that students may be at in their math knowledge. If a
student is mastering the lesson more quickly than expected, the teacher will ask questions to better
understand their skill and may ask questions that can challenge them into thinking outside the box.
She may challenge them by presenting new perspectives and models that represent the same idea to
give them a stronger understanding of the concept.
Instructional Procedures (InTASC 2. Learning Differences; InTASC 6. Assessmsnt; InTASC 7. Planning for Instruction; InTASC 8.
Instructional Strategies)
Teacher Input – The teacher will begin with the introduction of factors and multiples, as well as prime and
composite numbers. Then, she will display examples as students take notes and ask questions to clear up
confusion. She may introduce number trees/bonds to provide a visual that helps to simplify the steps of
breaking apart numbers and multiplying them. Once that is done, she will give some in-class problems, either
written on the board or from the book, and she will have students work on them, as the teacher walks around
the room asking questions and checking work. Finally, the teacher will give homework for the night and go
through directions. They will go over the homework as a class the next day.
Checking for Understanding – After a lesson us taught, the teacher will provide some in-class practice
problems, so that students can ask questions before homework is given for the evening. Book
work/worksheets will be given each day for the students to individually complete that night. The homework
will then be checked in class and collected, so that the teacher can look over the assignments and see how the
students did. The teacher may also present small quizzes to see how students are understanding factors and
multiples as the lesson is built upon and the chapter continues.
Essential Question – How can we break apart a whole number into simpler numbers by using our knowledge
of multiplication facts? On the other hand, how many numbers can we get if we keep multiplying an integer
by the same whole number?
Unit Questions –
 Why do only some numbers have only two factors? What does this mean?
 How do visual organizers, like number trees, help students simplify whole numbers when finding
factors?
 What patterns do you see as you complete more problems?
 How are factors and multiples related? What are the differences between them?
 Why are factors and multiples important?
Content Questions –
 Applying – Use a number tree to find the factors of 48.
 Analyzing – Compare factors and multiples; describe the differences between them.
 Evaluating – Explain how you found/calculated multiples of 7.
 Creating – Create another chart/visual aid to help you find the factors of 96.
2
Guided Practice – The teacher will provide students with in-class bookwork or a worksheet, with a variety of
different problems that will both ease students into the lesson and challenge them, as well. The teacher will
walk around the classroom, answering questions and having students walk through their thought processes.
Closure – The next day after the teacher assigns homework, students will return it and check the answers as a
class. The teacher will then collect the homework to see how the students are understanding the lesson. She
may give quizzes once-a-week on a few lessons at a time, in order to break the chapter up, and there will be
chapter test once all the lessons have been learned. This will assess the students’ understanding of the
chapter, and it will guide me as I continue to prepare lessons and build upon their mathematical foundations.
Independent Practice – Students will be given either book work or a worksheet each night for practice, and as
a class, we will check the answers and go over questions once we are done checking. The teacher will then
collect the homework and check over them to see how students are doing and to see who needs some extra
help. (Students will be quizzed once-a-week on the lessons learned over the course of the week, and they will
be tested on every chapter.)
u
Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Introduce concept through  Go through step-by-step  Teacher will hand out
commonplace/hook – Talk examples of identifying factors worksheet or present textbook
about an object that is created and multiples, as well as prime work that students may begin
from multiple pieces and can and composite numbers. in class, so that more questions
be taken apart and put back  Display number trees/bonds may be asked and answered
together. and area models. and individual help may be
 Receive greater understanding  Ask questions to understand given.
of previous knowledge of students’ weaknesses and  Teacher will check answers in
students. strengths; answer problems as class the next day.
 Begin with students work through in-class
examples/introductions of work/examples.
factors and multiples.
Lesson Materials, and Supplies (InTASC 2. Learning Differences)

Textbook – Provided by school
Materials – Determining Factors and Multiples Worksheet (for homework)
http://www.commoncoresheets.com/Math/Factors/Factors%20and%20Multiples/English/1.pdf
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (InTASC 2. Learning
Strategies)
Special Needs and Gifted/Talented Students

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“Factors and Multiples” Lesson Plan

Important Concepts (InTASC 4. Content Knowledge)

Assessment Summary (InTASC 6. Assessment)

Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)

Lesson Materials, and Supplies (InTASC 2. Learning Differences)

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