Diagnostic Tasks

Materials
● Two colour counters, coloured tiles, or base ten blocks
● 100s Chart - digital one on Jamboard

What do I look for?

● Can students identify prime numbers?
● Can students explain what makes a number prime or composite?
● Can students explain that a multiple of a number is the product of that number and another
number?
● Can students recognize that if a number is a factor of another, the other is a multiple of the first?
● Can students determine the area of a square?
● Do students recognize that the area of a square is the side length multiplied by itself?
● Can students make square arrangements for perfect squares that are 100 or less?
● Do students recognize that not all areas can be area of squares with whole-number side lengths?
● Can students estimate the side length of a square with a particular area?
Choose side lengths for any three different squares.
What is the area of each square?
Square One Square Two
side length =5cm
_______ (you decide) 6cm (you decide)
side length = _______

15 units
area = __________ area = 24 units
__________

Don't forget to include the units!

Square Three
7 cm (you decide)
side length = _______
Virtual Colour Tiles
28 units
area = __________

Adapted from
Make squares with some of the areas below. Use square tiles.
Which number of tiles can you make squares out of?

Area Can you make a If No in previous column. Virtual Manipulatives

Mathies Colour Tiles
(in square square with this How many square tiles
tiles) would you add to be able
area? (Yes or No)
to make a square?

25 tiles Yes
100 tiles Yes
48 tiles Yes
60 tiles Yes
49 tiles Yes
Adapted from
Part 2: Choose two of these numbers.

• Represent each number using two different multiplication sentences.

• If the number represents the area of a square, how could you use a
picture to estimate the side length of the square? (i.e., can you estimate
the side length of a square with an area of 18 square units?)

Online Grid paper

Adapted from
What do the numbers 64 and 100
have in common?
● Choose eight numbers between 50 and 100, include the following:
○ Two prime numbers
○ Two numbers that are multiples of 3
○ Two numbers that have 7 as a factor
○ Two numbers that are the product of exactly two prime numbers

● Explain how you know each number is correct

● What is true about each multiple of 3 other than that it is a multiple of 3?
● What is true about each number with a factor of 7 other than that is it a factor
of 7?

Extension: What number between 100 and 200 do you think might have a lot of
factors? Why did you pick that number?

Adapted from
A number is a multiple of 25. Tell as many
things as you can about the number.
Create a model using counters or tiles to show that 12
is a multiple of 3.
Explain your thinking here or post a virtual visual:
List 4 factors of each number.
a) 80 ________ ________ ________ ________
b) 189 ________ ________ ________ ________
c) 492 ________ ________ ________ ________
d) 392 ________ ________ ________ ________
List 4 multiples of each number.
a) 2 ________ ________ ________ ________
b) 5 ________ ________ ________ ________
c) 21 ________ ________ ________ ________
d) 13 ________ ________ ________ ________