Number and Multiplication Concepts
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1 Number and Multiplication Concepts Factors, Multiples, and Primes Self-Check: Questions Which numbers are multiples of 3? Show or tell how you know. Try Questions 1 and 2 to check your progress. A. 21 B. 19 C Joe Smart thinks 1, 2, 3, 5, and 7 are all factors of 35. Do you agree with Joe? Why or why not? How did you do? Use Questions 1 and 2 to help you choose what problems to work on. Can I find factors and multiples? Working On It! I could use some extra help. Workshop Menu Getting It! I just need some more practice. Got It! I m ready for a challenge. Questions 3 7, 11 Questions 4 8, 11 Questions 7 11 Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 61
2 1 Name 3. John said, This flash card is for 3 1 = 3. It tells me that: 3 and 1 are factors of 3; and 3 is a multiple of 3 and A. Find another flash card that shows two more factors of 3. Write a multiplication fact for this card. B. Copy the numbers into the card to the right. C. Use the two cards to list four factors of 3. D. Find two flash cards that show factors of 2. Copy the numbers onto the cards at the right. E. Write a multiplication fact for each card. F. Use the cards to list 4 factors of SAB Grade 4 Unit 3 Lesson 6 Workshop: Factors, Multiples, and Primes
3 4 Name G. Find three cards that show 4 as factor. Fill in the cards below to match. 4 4 Use the cards to list three multiples of 4. Write a multiplication number sentence for each card. H. Find four cards that show 5 as a factor. Fill in the cards to match Write a multiplication number sentence for each card. Use the cards to list four multiples of 5. Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 63
4 4. Use the multiplication Facts I Know chart to look for factors and multiples. A. Linda started to shade the multiples of 5. Help her finish and list them., 5, 1, B. Shade and list multiples of C. What numbers on the chart are multiples of 4 and 5? D. Is 64 a multiple of 8? Show or tell how you know. E. Is 31 a multiple of 5? Show or tell how you know. F. Name two multiples of 5 that are also multiples of 1. G. Linda decided that 6 and 3 were factors of 18. She found 18 on the chart. Then she circled 6 and 3. Find 18 in a different place on the chart. Circle two other factors of 18. List these factors. H. Find 12 on the chart in two different places. Circle and list four factors of SAB Grade 4 Unit 3 Lesson 6 Workshop: Factors, Multiples, and Primes
5 5. A. Skip count to name the multiples of 5. Mark the multiples of 5 on this number line B. Is 5 a factor of all the numbers you marked? How do you know? C. Is 22 a multiple of 5? How do you know? 6. A. Maya wanted to find the factors of 15. She started to skip count by 2 on the number line. Finish marking and labeling the multiples of B. Is 2 a factor of 15? How do you know? C. Use Maya s strategy to decide if 3 is a factor of D. Use Maya s strategy to decide if 4 is a factor of E. Use Maya s strategy to find if 5 is a factor of Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 65
6 Maya created the number lines below to show multiples. Use her number lines to answer Questions 7 8 on the next page. Multiples of Multiples of Multiples of Multiples of Multiples of Multiples of Multiples of Multiples of Multiples of SAB Grade 4 Unit 3 Lesson 6 Workshop: Factors, Multiples, and Primes
7 7. A. Use Maya s number lines to list the multiples of 3 from to 2. B. Sixteen is a multiple of two. What other numbers have 16 as a multiple? C. Twenty is a multiple of what numbers? D. Twelve is a multiple of what numbers? 8. Maya decided that 1, 3, and 9 are factors of 9. Use Maya s strategy to find and list the factors of the following numbers. A. 18 B. 4 C. 7 Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 67
8 9. A. Finish writing the squares of these numbers on the lines below them Mark the square numbers on this number line B. Find and label the distance from each square number to the next one. C. Is there a pattern? If yes, describe the pattern. D. Can you use the pattern to help you predict the distance to the next square number after 36? Explain and check your prediction. 1. A. What are the prime numbers up to 4? Show them on this number line B. Is there a pattern? If yes, describe the pattern. C. Can the pattern help you predict the next prime number? Explain and check your prediction. 68 SAB Grade 4 Unit 3 Lesson 6 Workshop: Factors, Multiples, and Primes
9 11. Remember, a prime number is any number greater than one that has only two factors itself and one. Tell if each number below is prime. Use the defi nition to show or tell how you know. You may use rectangles or number lines in your explanations as well as numbers and words. A. 17 B. 39 C. 51 Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 69
10 Multiplication and Division with Rectangles Self-Check: Questions Try Questions 12 and 13 to check your progress. 12. Linda is playing the Floor Tiler game. She spins 7 and 6. Draw a rectangle to find the product of 7 and 6. Show or tell your strategy. 13. Michael is playing the Floor Tiler game. He spins 9 and 4. He decides to draw a rectangle with 3 rows. How many squares will be in each row? Draw the rectangle. Write a related number sentence. How did you do? Use Questions 12 and 13 to help you choose what problems to work on. Can I use rectangles to multiply and divide? 7 Working On It! I could use some extra help. Workshop Menu Getting It! I just need some more practice. Got It! I m ready for a challenge. Questions Questions Questions SAB Grade 4 Unit 3 Lesson 6 Workshop: Factors, Multiples, and Primes
11 14. Shannon also spins 9 and 4. She decides to draw a rectangle with 6 rows. How many squares will be in each row? Draw the rectangle. Write a related number sentence. 15. Draw rectangles on the grid to solve each of the problems. Write a related number sentence. A. 3 8 B. 5 9 C D Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 71
12 16. Ming spins 8 and 4. He decides to draw a rectangle with 2 rows. How many squares will be in each row? Draw the rectangle. Write a related number sentence. 17. Mr. Dewey is laying a rectangular patio using 24 square tiles. What are all the rectangles he can make with 24 square tiles? He organizes his work in a table. Help Mr. Dewey complete the table. Number of Rows Tiles in each row Sketch SAB Grade 4 Unit 3 Lesson 6 Workshop: Factors, Multiples, and Primes
13 18. Design a box for the TIMS Candy Company that will hold 36 pieces of candy and has more than two layers. Each layer must have the same number of pieces. Tell how many layers are in your box. Also, tell how many pieces of candy are in each layer. Show or tell how you solved this problem. 19. Help the Sunny Fruit Company design a rectangular-shaped box for shipping four dozen oranges. (How many oranges are in four dozen?) How many layers will your box have, how many rows of oranges will be in each layer, and how many oranges will be in each row? Show or tell how you solved this problem. (There is more than one correct solution.) Workshop: Factors, Multiples, and Primes SAB Grade 4 Unit 3 Lesson 6 73
14 Break-Apart Products Self-Check: Questions Solve 3 12 by breaking apart 12 into tens and ones. Write the related number sentences. Try Questions 2 and 21 to check your progress. 21. Solve 5 15 by breaking apart 15 into tens and ones. Write the related number sentences. How did you do? Use Questions 2 and 21 to help you choose what problems to work on. Can I use the break-apart strategy to multiply? 74 Working On It! I could use some extra help. SAB Grade 4 Unit 3 Lesson 6 Workshop Menu Getting It! I just need some more practice. Got It! I m ready for a challenge. Questions Questions Questions Workshop: Factors, Multiples, and Primes
Answer Key Lesson 6: Workshop: Factors, Multiples, and Primes
3 Answer Key Lesson 6: Student Activity Book Number and Multiplication Concepts Questions 1 27 (SAB pp. 61 7) 1. 21 and 99 are both multiples of 3; Possible response: I can make a rectangle that is 3 by
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Grade 3: Step Up to Grade 4 Teacher s Guide
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16.2. Use Area Models. Are You Ready? Lesson Opener Making Connections. Resources. Texas Essential Knowledge and Skills.
6.? Essential Question Why can you multiply to find the area of a rectangle? Why can you multiply to find the area of a rectangle? Lesson Opener Making Connections Invite students to tell you what they
Sally s Bedroom. 12 feet. 9 Bedroom C Bedroom D feet. 11 feet. Bedroom F. 11 feet. 1. If you were choosing, which room would you choose? Why?
Sally s Sally s family is planning to build a new house. Today they are looking at possible designs for Sally s bedroom. So far, they are thinking about the six rooms below. 9 16 12 A 6 B 10. 11 11 9 C
Name Date Class Period. What happens to ordered pairs when a rule is applied to the coordinates?
Name Date Class Period Activity B Extension 4.1 Modeling Transformations MATERIALS small white boards or paper markers masking tape yarn QUESTION What happens to ordered pairs when a rule is applied to
Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages
4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures
Lesson 19: Computing Actual Areas from a Scale Drawing
Classwork Examples: Exploring Area Relationships Use the diagrams below to find the scale factor and then find the area of each figure. Example 1 Formatted: Font:Bold Scale factor: Actual Area = Scale
Same Area, Different Perimeter; Same Perimeter, Different Area
S E S S I O N 2. 5 A Same Area, Different Perimeter; Same Perimeter, Different Area Math Focus Points Using tiles to find the area and perimeter of a rectangle Understanding that rectangles can have the
Grade: 3 Lesson Title: Equivalent Fractions
Targeted Content Standard(s): Grade: 3 Lesson Title: Equivalent Fractions 3.NF.3 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. a. Understand two
The Grade 6 Common Core State Standards for Geometry specify that students should
The focus for students in geometry at this level is reasoning about area, surface area, and volume. Students also learn to work with visual tools for representing shapes, such as graphs in the coordinate
Squares Multiplication Facts: Square Numbers
LESSON 61 page 328 Squares Multiplication Facts: Square Numbers Name Teacher Notes: Introduce Hint #21 Multiplication/ Division Fact Families. Review Multiplication Table on page 5 and Quadrilaterals on