Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Elyse Casillas

Subject(s):
Math

Grade Level(s): 4

Standard(s):
Operations and Algebraic Thinking

Date:
Single/Multi-Day Lesson:
Single day lesson

4.OA

Gain Familiarity with factors and multiples

4. Find all factor pairs for a whole number in the range 1100.
Recognize that a whole number is a multiple of each of its factors.
Determine whether a given whole number in the range 1100 is a
multiple of a given one-digit number. Determine whether a given
whole number in the range 1100 is prime or composite.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
Writing Standards 3 - 5
Production and Distribution of Writing
4. With guidance and support from adults, produce
writing in which the development and organization are appropriate to
task and purpose.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Distinguish between prime and composite numbers. Recognize factors and multiples by creating charts
(Concept & Procedure)
II. LEARNING OUTCOME (Objective): Students will distinguish the difference between Prime &
composite numbers, and factors & multiples.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): Students previously
learned multiplication and in the future students will be using factors and multiples involving fractions.
IV. INSTRUCTION
A ENGAGEMENT (Motivational Activities): Listen to Solve on it (Factors and Multiples) Song
from YouTube. There will be a chart of vocabulary words to listen for in the song. Parts of the song
(regarding factors and multiples) will be repeated and students will be requested to verbally fill in
the blank, Multiples go ______, Factors go______ (higher, lower)
B INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C Step #1 Students will develop understanding of Prime/Composite, Factors and Multiples
a What is a Prime number? What is a Composite number? How about factors? Multiples?
Wait for some responses, ask what makes a number prime/composite? How can we figure
out if it is prime or composite? Can anybody give me an example of multiples of a number?
How about a multiples of a number?
b Check for understanding by listening to responses.
Step #2 Students will learn how to find multiples
*Note: Use CTRL + TAB for indents in outline format.

Which number goes first? How do we know which number goes next? Do these numbers go
higher or lower? What is another way we can find multiples if we dont remember our
multiplication tables? Students can discuss in pairs and will be given a number and asked to
write down multiples of that number. (Formative assessment)
b Teacher will walk around and check answers
Step #3 Students will learn how to find factors
a So what is the difference between factors and multiples? How can we figure out what
factors of number are? Why do you think we need to know what Factors and multiples are?
Teacher reviews how to find factors and multiples. Students create their own line of factors
with specific given numbers
b Teacher walks around to check for understanding and offer help if needed
Step #4 Students will differentiate between factors and multiples
a Cards with various multiples and factors will be given out to 9-10 students. They will have
EITHER a list of factors or of multiples, using whole numbers between 1-100. On the board
there will be a picture of Factor ninja and one of a Multiple Monster, Students are called
on to place their card on which side they believe to be correct. Ask the rest of the class if
they think the student is right, by requesting thumbs up or down.
b Teacher checks for understanding by observing if the cards are placed on the correct side
and assists with help if necessary.
D APPLICATION ACTIVITY (Practice and/or Reflection): Students will complete a worksheet
and record what they have learned regarding factors and multiples on a sheet of paper. They will
answer questions like: What did you learn? What did you find difficult? Are there any other ways
that you can think of that will help you remember what we have covered?
E MATERIALS & RESOURCES:
YouTube.com (Solve on it! Factors vs. Multiples, Math cover of Apache-Jump on it)
5 index cards with a list of factors
5 index cards with a list of multiples
1 picture of Factor Ninja, 1 picture of Multiple Monster with explanations of what
factors and multiples are
19 sheets of Paper to record their explanations (or white boards if available)
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Listen to students responses, walk around listen to responses and check their work for
understanding.
Summative: Application activity
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visuals (Factor Ninja and Multiple Monster pictures)
Hear students responses orally
Repeat questions for ELs
Song Solve on it From YouTube.com, for musical-rhythmic learners
Partner discussion to assist less knowledgeable students
VII. HOMEWORK (IF APPROPRIATE): Practice multiplication tables

*Note: Use CTRL + TAB for indents in outline format.