Lesson 1

Elementary Math
Fourth Grade

Learning Objective: The fourth grade students will be able to find factor pairs of numbers to 100 by
creating an array using manipulatives to represent a whole number and its factors.
The fourth grade students will be able to identify the list of factors for a number by identifying their
pattern in a multiplication chart.
The fourth grade students will be able to use division to determine if one number is a factor of another.

Central Focus: The objective for this lesson is for students to demonstrate prior knowledge they might
have about multiplication and arrays. This will give me an understanding of student’s prior knowledge of
multiplication which is important when dealing with factors. This information will help me to develop a
scaffold strategy from, in order for students to successfully master the skill of factors. Students will
develop conceptual understanding for factors once they have seen how they can find the list of factors by
making arrays for a whole number. The conceptual understanding comes from the students having a
good definition of key vocabulary that is associated with factors and multiplication. This understanding
will also be developing as they begin to gain a deeper understanding of the connection between factors
and multiplication and help them apply this to the next lesson. Procedural fluency will be developing as
they learn the practice the steps in which they take a whole number and are able to create an array. From
looking at the array students will then need to understand what the next step is in order to create factor
pairs by looking at their different arrays. The students will be able to use division to determine if one
number is a factor of another. They will use division to determine whether a number is a factor if there is
no remainder. The students’ mathematical reasoning will develop as they explain how they found the
different factor pairs by given the number they received. Students will then be able to explain how some
numbers only have one pair of factors and how others have more than one. This will then lead them to
the next unit. They will develop these reasoning skills as they are asked to explain how they got their
answers.

Standards: 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.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

Assessments: Informal Assessments: The students will be informally assessed during this lesson through
observation and participation in the class discussions. The students will be demonstrating their learning
when they are asking meaningful questions that guide the lesson and their learning. They will be engaged
by making eye contact and actively participating in the opening game as well as making arrays to show
factors. Students will be participating in active discussions with their partners and using mathematical
vocabulary to show their understanding of the concepts.
Formal Assessments: The formal assessment for this lesson will be completed for homework, reviewed
and collected in the next lesson. The students will be given a worksheet where they will need to draw
manipulatives and list factor pairs for a given number. The students are expected to draw their arrays to
represent their number even if they didn’t use manipulatives. Students are also completing an exit slip at
the end of the lesson.

Instruction and Learning

Opening: Students will play a game in which will help them review their multiplication math facts.
Students will be revisiting and practicing their multiplication facts will be useful for this unit with factors.
Students will play the game, “I Have…Who Has…” which is a game to help students practice their
multiplication facts. Even though the students have played this game before, directions will briefly be
explained again before they start.

Instruction: Since this is a new unit, students will be asked to think about what they have learned about
last week in Section 2.1. Students will have a discussion and think about their prior knowledge and how it
will help them with factors in the next couple days. New vocabulary words that they will encounter
throughout the lesson will be up on the board so students can refer to them and start to become more
familiar with them. Factor posters are also placed around the board which will be briefly discussed and
shown to students as a resource they can use during this chapter. Possible questions to ask to introduce
the topic of factors: What numeric patterns do you notice when observing the 100s chart? What do you
notice about the 2s, 5s and 10s? Students will learn about factors and how they are similar and connected
to arrays which they have learned in the previous grade. Students will learn that factors can easily be
displayed by arrays and using manipulatives. Students will also use division to determine if one number is
a factor of another. They will see the connection and understand the math lessons build on each other as
they go and serve a purpose. Students will all be given a number and will need to show different ways
they can create different arrays with the manipulatives to represent their number. Students will then
work independently and then turn and share their answers with their partners. Students will have one
minute to compare their answers and how they were similar and different. Students will do this for a few
different numbers and will talk about how they can then list the factors. Students will make a t-chart to
show the different factors of their numbers. Students will then receive a worksheet that will ask them to
list the factors of a number of problems. Students will need to draw their manipulatives and how they
showed it using the number problem. They will also need to list the factor pairs.

Support for Diverse Learners: Students with an IEP will receive a multiplication chart on their desk. Since a
specific student needs this accommodation due to their 504 plan, their directions highlighted for the
student and key words will also be written next to their directions. A couple notes will be written next to
the direction which will help guide the student to clear up any misconceptions. Visual learners will be
allowed to use the manipulatives throughout the entire lesson and also be given the option to use
number blocks. ESL learners will receive a notecard that shows simplified definitions and a visual of the
new vocabulary words they will encounter.

Closure: To close the lesson students will be given an exit slip and will need to state two things they
learned from this lesson and one question they had or anything they were still confused about. Students
will either put a happy face, straight face or sad face on the exit slip to show how they felt about the
lesson. Students will then be given the homework for that night.

Instructional Resource and Materials

Needed by the Teacher:

  Smart Board
 “I Have…Who Has” cards for game
 Math Focus Textbook
 Handout Worksheet
 Exit Slip

Needed by the student

 Pencil
 Math textbook
 Manipulatives