Math 5 1

ED 345 Calvin College Teacher Intern Lesson Plan
Teacher Intern: Silvia Suchec Date: March 20th

Grade Level: 4th Subject/ Topic: Math/Factors
CONTENT MANAGEMENT: OBJECTIVES & PREPARATION
Main Focus:
What are different methods to visualize the factors of a multiple?
The relationship among the operations and their properties create computational fluency.
One of the factors in multiplication indicates the number of objects in a group and the
other factor indicates the number of groups. The product of these two is your multiple.
Brief Context:
This unit extends the idea of decomposition to multiplication in order to determine factors
and multiples of various numbers.
Determining whether a given whole number in the range 1-100 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.
Prerequisite Knowledge/Skills:
Represent and solve problems involving multiplication and division.
Understand properties of multiplication and division.
Multiply and divide within 100.
Solve problems involving multiplication and division.
Objectives: [Indicate connections to applicable national or state standards.]

Create a model representing the factors for a multiple.
Identify factor pairs of a multiple.
4.OA.B.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.
Assessment: [Formative and Summative]

Formative: Taking note of what kinds of questions the students are asking during the
lesson. How they are responding to my questions.
Summative: Workbook pages and assigned homework for the night
Technology:
Xtra Math on iPads
Materials:
Large whiteboard in room
Whiteboards and markers for students
Pgs. 279 and 280 in math workbooks
Paper for foldable
iPads for technology station
CONTENT MANAGEMENT: THE LESSON
Whole Group Instruction:

~10 min.
Ask the students to talk to their elbow partners about what they remember about
multiplication. How would you describe what multiplication is to someone who never even
heard of the concept/word.
Bring the students back to the whole group to share what they talked about. Put their
responses on the whiteboard at the front of the room.
o Possible answers: Add groups multiple times/repeated addition. Take two numbers
and multiply them to get an answer (but what does multiply mean? How do we do
that?). Two numbers that are multiplied are called factors, the answer is called a
product.
Explain to the students that our next topic in math will kind of go back into the
multiplication realm. Its called factors. Have you heard of the word factor before? If so,
where? What does it mean to you?
o Possible answer: There are factors in a multiplication problem. The two numbers you
multiply together are called factors.
After establishing that factors go along with multiplication, tell the students that this time
we will be trying to find all the factors of 2-digit numbers. It sounds intimidating and scary,
but once we start youll get the hang of it.
~10 min.
Write the number 12 on the whiteboard at the front of the room.
Ask the students to think of different multiplication problems to make or get the product of
12.
o Answers: 1x12, 2x6, 3x4
As the students say these, write them up on the board. Order doesnt matter at this point.
Once all the possible combinations are written up. Ask the students remind me, what are
factors when it comes to multiplication? Once one student explains, ask for another one
or two students to explain. Wow, I didnt even have to tell you what a factor was and that
was my number one job with this math lesson! You mathematicians rock
So now that we have all of these multiplication problems that equal 12. Where can I find
the factors? What are the factors of 12? When a student tells you a number is a factor,
circle that number and label it factor. If both factors in a problem are identified, introduce
the term factor pair (it means a pair of factors; two factors for one number). After a few
are given, suggest to make a list in order so we can stay organized.
List the factors of 12 from least to greatest on the board. Now ask the students what does
this list represent? Answer: All of the factors of 12.
Have the students try one on their own and write their answers on their whiteboard. Find
the factors of 9. First, to help us, write all the possible multiplication problems (or factor
pairs), then proceed to identify the factors and list them in order.
o Answers: 1x9, 3x3
~10 min.
Now I want us to be able to model these factors of 9. Where have we heard the term
model? What do we know about models? (Usually means to show in pictures)
Does anybody have an idea as to how we would model factor pairs? Its okay if you dont
know, I just want to see what you think.
Does anything come to mind when I say array? (it is an arrangement to show
multiplication)
Well be making arrays with our factor pairs. Demonstrate how to make an array for factor
pairs of 9. Arrays are always in a uniform square or rectangle. Show different ways of
drawing arrays. For 9x1 do a rectangle. Then, explain If you dont have graph paper and
are not that great at drawing neat, straight lines like me, we can also use xs Draw 3x3
using xs. We have 1 row of 9 and 3 rows of 3 to show our factor pairs.
Now you try for factor pairs of 12. How many ways will we be able to draw it? Draw at
least 2 and well come back together. Allow students to work with their elbow partner if
they get stuck or need reminding of how its done.
After students have drawn at least two models, bring the group back to the front. Ask for a
student to come up to the board to draw an array for one of the factor pairs and label it
with the multiplication problem it is showing. Ask the rest of the class if it looks okay. If it
doesnt, remind the class to be respectful when it comes to correcting another students
work.
After the first one is established to be correct, do the same with the other two arrays.
See if there are any questions on what weve done.
Explain and Do Rotations:

~5 min.
Explain to the students what will be happening for the rest of the math period.
o Group 1: work on a foldable with me.
Start to create the Factors foldable with the students.
o Group 2: Technology
Xtra Math on iPads
o Group 3: pg. 279 and 280 in workbook
Briefly go over the workbook pages and what is expected to be done.
~45 min.
Do each rotation for about 15-20 min. each. Depending on how much time is left, divide
it into 3 so that each station gets an equal amount of time.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self

regulation, etc. Consider whole group and individual strategies.)
Students need to raise their hand when answering a question. Blurting is a common habit with
the students, make sure they know it will not be tolerated. Ask for a quiet hand each time you
want them to answer.
COVENANT MANAGEMENT: Relationship & community building (Note any specific

ways in which you plan to build community or strengthen relationships student-
student & teacher - student.]
Students discuss with one another what they know, and help each other with new ideas and
concepts.

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ED 345 Calvin College Teacher Intern Lesson Plan

Teacher Intern: Silvia Suchec Date: March 20th

Objectives: [Indicate connections to applicable national or state standards.]

Assessment: [Formative and Summative]

Whole Group Instruction:

Explain and Do Rotations:

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self

COVENANT MANAGEMENT: Relationship & community building (Note any specific

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