Grade 4 · MathematicsAbout 90 minutes
MathematicsGrade 4About 90 minutes

Find factor pairs and explain rules in number and shape patterns

Suggested multi-session teaching plan.

Ohio learning standards this draft targets

math-2017:4.OA.4math-2017:4.OA.5

Read the standard text

math-2017:4.OA.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.

math-2017:4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Provisional targets. Clause-by-clause educational review is still pending.

Section 1 · LearnLearn the idea
Twenty-four tiles form 1 × 24, 2 × 12, 3 × 8 and 4 × 6 arrays. Each array uses all 24 tiles and displays one positive factor pair.Twenty-four tiles form 1 × 24, 2 × 12, 3 × 8 and 4 × 6 arrays. Each array uses all 24 tiles and displays one positive factor pair.All positive factor pairs of 241 × 24 = 242 × 12 = 243 × 8 = 244 × 6 = 24Each array contains the same 24 unit tiles.
Twenty-four tiles form 1 × 24, 2 × 12, 3 × 8 and 4 × 6 arrays. Each array uses all 24 tiles and displays one positive factor pair.

Learning goal: Find all factor pairs of numbers from one through one hundred, distinguish primes and composites, and generate and explain number or shape patterns. A factor divides a whole number into equal whole-number groups without a remainder. A multiple is a product formed using that factor and another whole number.

For twenty-four tiles, possible rectangular arrays include one by twenty-four, two by twelve, three by eight and four by six. These give the factor pairs 1 and 24, 2 and 12, 3 and 8, and 4 and 6. Reversing each array gives the same pair in the opposite order. List each pair once while recognizing that both numbers are factors.

A systematic search prevents missing a pair. Test possible smaller factors in order. Five does not divide twenty-four evenly. At six, the partner is four, a pair already found in reverse. Once the factor pairs meet and begin reversing, no new pairs remain. For a square such as thirty-six, include the equal pair six and six once.

Twenty-four is a multiple of each of its factors because a whole number can multiply each factor to make twenty-four. It is a multiple of eight because 3 × 8 = 24. It is not a multiple of five because no whole number multiplied by five gives twenty-four. Use known products, grouping or division to justify a multiple claim.

A prime number is a whole number greater than one with exactly two positive factors: one and itself. Thirteen has only the pair one and thirteen, so it is prime. A composite number has more than two positive factors; twenty-four is composite. One is neither prime nor composite because it has only one positive factor. Two is prime even though it is even; the claim that every even number is composite has this exception.

A pattern rule tells how to generate terms. Begin at one and repeatedly add three: 1, 4, 7, 10, 13, 16. An additional feature is that odd and even values alternate. Adding an odd number changes parity: an odd amount added to an odd amount gives an even total, while an odd amount added to an even amount gives an odd total. The alternation follows from the rule, not just the first two examples.

Shape patterns can use a repeating rule. Start with a triangle and repeat triangle, square, square. The first nine shapes are triangle, square, square, triangle, square, square, triangle, square, square. Triangles appear at positions one, four and seven, advancing by three places. This position pattern is an additional feature not stated merely by naming the next shape.

Different rules can fit a short list, so state the generating rule rather than assuming a few terms determine it uniquely. When a rule is given, follow it consistently and explain any predicted feature. Check both number and shape patterns; being able to continue one familiar sequence is not evidence about every rule.

Section 2 · ModelWork through the examples

Worked factor search: For thirty-six, the pairs are 1 × 36, 2 × 18, 3 × 12, 4 × 9 and 6 × 6. Five does not work. The positive factors are 1, 2, 3, 4, 6, 9, 12, 18 and 36. Since there are more than two, thirty-six is composite.

Worked pattern prediction: In the repeating triangle-square-square pattern, positions 10 and 13 will contain triangles because each new triangle occurs three positions after the previous one. This conclusion uses the repeated three-shape unit and can be checked by extending the sequence.

Section 3 · DoPractice, demonstrate, and explain

Guided practice: Build arrays for several numbers, including a prime, a composite and a square number. Record factor pairs systematically and connect them to multiple statements. Generate a number pattern and a shape pattern from explicit rules, then identify and explain an additional feature.

Independent evidence: Find all factor pairs for an unfamiliar number within one hundred, justify prime or composite status and decide whether it is a multiple of a one-digit number. Create a pattern from a rule and support a prediction with reasoning. Include one as a special case and avoid treating a repeated factor pair as new evidence.

Section 4 · Check7-question lesson practice test

An adult may read the prompts aloud. Answer independently with words, objects, drawings or a demonstration before opening the answer guide. Award 1 point for a correct result or claim and 1 point for a matching explanation or demonstration; where a question asks only for a result (a corrected sentence, a spelling, a count), a fully correct result earns both points, and the answer guide shows what a complete response contains. Record prompting separately. The total (two points per question) is local practice feedback, not an Ohio proficiency level.

Problem 1

List all positive factor pairs of 24.

Show worked solution

1 and 24; 2 and 12; 3 and 8; 4 and 6.

Problem 2

Is 54 a multiple of 6? Is it a multiple of 8? Explain.

Show worked solution

It is a multiple of 6, because 9 × 6 = 54. It is not a multiple of 8: 6 × 8 = 48 and 7 × 8 = 56, so no whole number times 8 makes 54.

Problem 3

Is 29 prime or composite?

Show worked solution

Prime. 2, 3, 4 and 5 do not divide 29, and 6 × 6 = 36 is already greater than 29, so its only positive factors are 1 and 29.

Problem 4

Why is one neither prime nor composite?

Show worked solution

It has only one positive factor, so it fits neither definition.

Problem 5

A pattern starts at 2 and follows the rule add 5. Write the first six terms, then explain how the even and odd terms are arranged.

Show worked solution

2, 7, 12, 17, 22, 27. Even and odd terms alternate. Five is odd: an odd number added to an even number gives an odd total, and an odd number added to an odd number gives an even total, so every add-five step switches the parity.

Problem 6

In the triangle-square-square repeating pattern, what shape is at position 20?

Show worked solution

A square. Triangles are at positions 1, 4, 7, 10, 13, 16 and 19, increasing by three, so position 20 is the first square after the triangle at position 19.

Problem 7

Find all factor pairs of 91. Is 91 prime or composite, and is it a multiple of 7?

Show worked solution

The factor pairs are 1 and 91, and 7 and 13 (2, 3, 4, 5, 6, 8 and 9 do not divide 91, and 10 × 10 = 100 is already greater than 91, so no pair is missed). 91 has four factors, so it is composite even though it is odd, and it is a multiple of 7 because 7 × 13 = 91.