This lesson is on multiples. A multiple is a number you say when you "count by" a number, or use skip-counting. When counting by fives, it is like saying only the answers on the 5 times table: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, Work through the examples and explanations in this lesson with your children and then try the worksheet that you will find at the bottom of this page. You will find more on skip-counting here. Let's use a real-world example.
If you were going to count up the value of a stack of nickels, you would "count by" fives, since each nickel is worth five cents. All the numbers you say as you count by fives are the multiples of five. You might also recognize that they are the products, or answers, to the times table for fives. The pattern continues on past the times tables you've seen most often.
Just keep on adding another set of five for each multiple of five. This will give us the multiples of So the multiples of 10 are: 10,20,30,40,50,60,70,80,90,, and so on. Just keep on adding another set of 10 for each multiple of Of course, there are many examples besides money. How about eggs? Eggs come by the dozen, and a dozen is To find the multiples of 12, I count each set of You can also figure out multiples by making your own sets with anything you can count.
For example, you can make sets of three candies to figure out the multiples of three.Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1 — is a multiple of a given one-digit number.
Determine whether a given whole number in the range 1 — is prime or composite. Part A. Two numbers are called a factor pair of a number when the two numbers multiplied together give the number.
Find the factor pairs of Make a table to show the factor pairs for each number. Part B.
A multiple is any number that is the product of a given number. You can find the multiples of a number by multiplying the number by 1, 2, 3, etc. Find the first four multiples of 6.
Finding Factors and Multiples
Multiply 6 by 1, by 2, by 3, by 4. The first four multiples of 6 are 6, 12, 18, Part C. A number is a composite number when the number has factor pairs other than 1 and itself. A number is a prime number when the number has only one factor pair, 1 and itself. Determine whether the number is composite or prime.
Explain your answer. Individual or Group Work:. Then determine whether the number is prime or composite. Find the first four multiples for each number. Bright Hub Education. Skip to content. Lesson Objective.
Students are asked to complete a fun activity using playing cards, which helps solidify the concept of prime and composite numbers, as well as leverages peer learning in pairs. Students are also asked to list the factor and several multiples of each in a given list of numbers in order to demonstrate their understanding of the lesson.
At the end of the lesson, students will be able to define factor and multiple. The students will be able to find the factors and multiples of whole numbers. Very good for what I needed to know and do.Prime numbers - Factors and multiples - Pre-Algebra - Khan Academy
Thank you for your help. THis lesson gave me many ideas for a class lesson and the practical tasks were very well organised. Maybe for more visual learners the explanation on how to find a factor could be better. They could spell it all out. Also where do you stop? How do you know you've found all of the factors? This is missing from the lesson. Obviously the teacher can have their own methods when teaching the lesson but I think it could be a little more comprehensive.
The worksheets are amazing, my students were engaged the whole time. Best place to get the work I need to get my son ahead in his education. I absolutely love it! Skip to content. Factors and Multiples.I also want to take them back to a previous grade level, when they learned to add and subtract with fractions. My reason for this is that when teaching today's lesson, I want to be able to make the connection between factors and multiples and something that they are already be familiar with, adding and subtracting fractions.
To introduce today's primary topic, we will follow a two-step protocol for brainstorming ideas about factors and multiples. I will pose and opening discussion question and ask students to discuss it with a partner for two minutes:. What is the difference between a factor and a multiple? After students brainstorm ideas for two minutes, I will give students the opportunity to call out ideas about the difference between a factor and a multiple for one minute.
As students volunteer ideas and comparisons, I will record the call outs as a bulleted list on the board. Here are some items that I anticipate my students might contribute:.
Bulleted List. Using the Bulleted Listwe will now work as a class to create a thorough, clear, and concise explanation of the difference between factors and multiples. In order to accomplish this, we will start with the ideas that we generated on the List. We will work through points of agreement and disagreement. I expect that students will offer a lot of examples as we talk about these ideas.
We will use these ideas to clarify the concept of a factor of a number and a multiple of a number in students minds. As needed, I will model explanations, revoice strong contributions, and ask questions to help highlight and address misconceptions.
As a final product, my students will create a graphic organizer that highlights the unique characteristics of both factors and multiples. This organizer will also highlight the most common way each are presented in real-world problems. The Factors Multiples Foldable resource is an example of the types of ideas that I will ask my students to create.
They will work on this during the next section of the class. Today's Try It Out challenges students to create an informative, fold-able organizer that displays their understanding of the characteristics of factors and multiples. Provide the first 12 multiples of the following quantities:. Once students complete their organizers, we will employ them in today's guided practice. In order to successfully identify her number, they need to apply their knowledge of factors and multiples, as well as prime numbers.Recognize that a whole number is a multiple of each of its factors.
Determine whether a given whole number in the range is a multiple of a given one-digit number. Determine whether a given whole number in the range is prime or composite. Decide ahead of time whether or not you wish to do this as part of a holiday assignment. Send students home with a tree worksheet or a blank sheet of paper and the following numbers to factor:.
At the end of math class, give your students a quick Exit Slip as an assessment. Have them pull a half sheet of paper out of a notebook or binder and factor the number Collect those at the end of math class and use that to guide your instruction the next day.
If most of your class is successful at factoring 16, make a note to yourself to meet with the small group that is struggling. If many students have trouble with this one, try to provide some alternate activities for the students who understand the concept and reteach the lesson to the larger group.
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Factors and Multiples
By Alexis Jones. Updated March 14, Students create a factor tree with numbers between 1 and One class period, 45 minutes in length. In this lesson, students will create factor trees. Discuss learning target—to identify all of the factors of 24 and other numbers between 1 and Review with students the definition of a factor.
And why do we need to know the factors of a particular number? As they get older, and have to work more with fractions with like and unlike denominators, factors grow increasingly important.
Draw a simple evergreen tree shape at the top of the board. Tell students that one of the best ways to learn about factors is by using a tree shape. Begin with the number 12 at the top of the tree. Ask students what two numbers can be multiplied together to get the number For example, 3 and 4. Underneath the number 12, write 3 x 4. Reinforce with students that they have now found two factors of the number What are the factors of 3?
What two numbers can we multiply together to get 3? Students should come up with 3 and 1. Show them on the board that if we put down the factors 3 and 1, then we would be continuing this work forever.
When we get to a number where the factors are the number itself and 1, we have a prime number and we are done factoring it. Circle the 3 so that you and your students know that they are done.
Draw their attention back to the number 4. What two numbers are factors of 4? Are there any other factors? Below the number 4, write down 2 x 2.Our latest arithmetic topic has been factors, multiples, and primes. We used our Singapore math textbook and workbook as a supplement to these activities which formed the meat of the lessons.
We skipped around somewhat, revisiting topics from different angles to really cement the understanding. Then she highlighted the multiples of that number all over the grid. It was very interesting to see the patterns that emerged. Multiple Matrix is an online version of this activity.
Our page is actually from the Living Math bookbut you can use any multiplication chart just as easily. Venn Diagrams for multiples. I love graphic organizers mainly because Emma and I are so visual.
This triple Venn diagram was a great critical thinking application of the arithmetic we were studying. It was one of the last activities we did. You can use these to explain what factors and multiples are and to list factors and multiples of a particular number. These are great for math notebooking.
It has a few games that deal with factors and multiples as well as a variety of other basic math skills game. I find that songs are a great way for Sprite to learn, and this song really helped her remember the differences between factors and multiples. The song was really helpful in making this notebooking page about factors and multiples. Click to see more great math posts. I love reading your post on Living Math. My two children will be 8 and 11 this fall. My oldest has always struggled with math, so much so that my youngest is now almost caught up with him.
We have tried so many math programs and I started seeing that my children were beginning to despise math as much as I did growing up. I decided we would try a very relaxed living math type of curriculum this year to try and spark a love of math…. Do you know of a resources that has some sort of scope and sequence for teaching both children at the same time?
There are scope and sequence outlines on the web. Or you can use your textbook as a guide for what to teach. I do that too. Have you looked at Math on the Level? Great ideas! I will use some of these with my son!! Your posts and lenses about living math are very inspiring. I am planning on taking more of a leap into living math this year.Students practice math skills. In this multiplication factors lesson, students discover how to find multiples for whole numbers.
They work on practice problems as a class and independently do worksheets in class. This lesson includes worksheets, standardized test practice, and a list of vocabulary. Save time and discover engaging curriculum for your classroom. Reviewed and rated by trusted, credentialed teachers.
Get Free Access for 10 Days! Curated and Reviewed by. Lesson Planet. Reviewer Rating. This Finding Factors and Multiples lesson plan also includes: Vocabulary Worksheet Join to access all included materials. More Less. Additional Tags.
Resource Details. Grade 5th - 6th. Subjects Math 3 more Resource Type Lesson Plans. Audience For Teacher Use. Instructional Strategy Skills Practice. Start Your Free Trial Save time and discover engaging curriculum for your classroom. Try It Free. Adding Multiples Lesson Planet. Mathematicians practice communicating why the sum of two multiples of a number results in another multiple of that number. Encourage learners to construct a viable argument by applying the distributive property or by drawing a diagram Finding Multiples Lesson Planet.
Young mathematicians search for patterns in a hundreds chart as they learn the meaning of factors and multiples. After investigating the multiples of three as a whole class, students work independently to color in and explore the