Unit 1 Module 2 Session 1 Finding Factors of Numbers from 1 to 36 Summary Thesession begins with alas investigation into how many different rectangles can be made with Ttles. Then students work in pairs to find al ofthe factors for several numbers between 1 and 36. Pairs of students build rectangles with ties, record and cutout labeled grid paper arrays and glue their areyson construction paper, creating a poster of the factor pairs foreach number. Skills & Concepts Multiply using the commutative property (3.08.5) + Represent the product of twonumbers a the area ofa rectangle with side lengths equal to those twonumbers (MO.7b) Find all factor pairs for a whole number between 1 and 100 (4.04.4) Reason abstractly and quantitatively (4.MP2) Model with mathematics (4M) Materials Copies Kit Materials Classroom Materials Problems & Investigations Finding Factors of Numbers from 1t0 36, ™1 7 colored les, clas setplus tset_] > 35index cards orsips of sratch “Tea ightsfor Cats ferdispley paper se Preparation) m2 + red neo pieces class set ps 1 |» 36 sheets of 12° 18° construc “Two-Centimeter Grid Paper setfordisphy tion paper + Word Resource cards for + scars haldass et ] ‘conmutanve propartyof + glue hat-cassset ‘mutiptcation dimenson tater, |. tealightstoptiona, see and factor pat Preparation) Daily Practice ‘sei Arranging Schoo! Supplies HC- Home Connection, SB Student Sook, TM - Teacher Master Copy nstructonsarelocatedar the top ofeach teacher maser. Preparation Post the Word Resource Cards for commutative property of multiplication, dimension, factor, and factorpalr where everyone can see them + Ifyouhave afew tealight candles availabe, you can use them to illustrate today's problem solving context. + Setout the construction paper and copies ofthe Two-Centimeter Grd Paper Teacher Master so students can accessthem easly. Label smallsips of sratch paper or index cards each with one number from 1 to 36 omit 12) togive to students. Each pair of students wild al the factor pairs for two or three cfr ent numbers. We recommend giving student pairs one prime number or number with ew factors and one or two composte numbers. The number pairings below work fora dass of 30 students. Consider organizing the numbered slips of paper or index cards into these or similar setsbefore teaching thesession. 1.36 24,30 3.32 6.7.28 811,35 9,13,34 10,17 18,23 26,2 514,15 16,31 19,20 21,25 2.27 24,33 Bridges in Mathematics Grade 4 Teachers Guide 3 (© The Math Learning Center | mathleamingcenter Vocabulary Anostrisk identies tosetermsforwhich Word Resource Cordsareovaeb le ‘commutative property of multiplication” dimension* factor” factor pairs)* product*Unt Module? | Session Finding Factors of Numbers from 1 to 36 1 Tell students that today they will learn about factors, factor pairs, and products by creating paper rectangles and making number posters. 2. Have a helper hand out colored tiles and red linear pieces as you display the Tea Lights for Cats Teacher Master where everyone can see. 3. Introduce the Tea Lights for Cats problem, and have students model the possible boxes using tiles and linear pieces. + Invite a students to read the problem aloud. + Give students a moment to think about the problem and ask any clarifying questions before they begin work. + Askstudents to work independently to model possible boxes to hold the 12 candles + If necessary, remind students o use linear pieces to show the dimensions ofthe rectangle 4 Invite students to describe the “boxes” they made while you outline each and label its dimensions on a copy of the Two-Centimeter Grid Paper. Deaccans 2 5 a) 3x4 = 12 i x2 GAB rer 17 Pal 4 7 aftx 3-12 7 Ys coe ee bes eer path pop ee ee A 2x6= 12 Bridges in Mathematics Grade 4 Teachers Guide 4 (© The Math Learning Center | mathlearingcenterorgUnie Medule2 | Session 10 As you do so, note with students that multiplying the dimensions of each rectangle results in a product of 12. + Draw students attention to the Word Resource Cards you have posted for dimen ‘sion, factor, and factor pair. Explain that a factor pair is a set of 2 numbers that can be multiplied to produce a given whole number. For example, 4 and 3 area factor pai for 12; 2and 6 areanother factor pair. + Explain that each ofthe numbers in these factor pairsis called a actor of 12. Thats, it «an be multiplied by another whole number to make 12. “Then briefly review the commutative property of multiplication. + Askstudents whether the 3 4and the 4 3 rectangles are the sume or different to review the commulative property of mukipliction + Have them identify other rectangle pais on ther tables that demonstrate the commu: tative property. [2 x 6 and 6 x 2; 1 x 12and 12 x 1] ‘he discussion of whether these pairs of rectangles are realy different might cause a debate _Mos students will agree that both rectangle in each pair contain the same number of tea lights, but they may not be convinced that the two rectangles are congruent. Allow students time to puzzle ove this dilemma, but don't worry about coming fo a group concen ‘Ask students how many different rectangles can be formed with 12 tiles. Have them think quietly about, then share in pairs, strategies to determine the number of different rectangles that can be formed when they take the commutative property into consideration and avoid duplicates. Hana It looks lke 6 different rectangle, but i's. Whitney You can turn thems the short way or the long way because of the commutative thing. ‘Call on students one at a time to name the factors of 12 as you record them Math Practices (2,2, 3,4, 6,and 12). ED) in Action 4.MP2 + Drawares above the numbers to connect factor pairs By workinginthisway + Ask students how thinking of pairs of mumbers that can be multiplied tomake 12can_withnumbers, the tea help you list factors of 12. light context, and rect- angular arrays, you help Students reason both CAN abstract umber) ond 23 12 ‘quantitatively (arrays and connor about acorn produc and prmeand tompostenumber Explain that students are going to work in pairs to find all of the factor pairs for the numbers from 1 to 36. ‘Connect the challenge tothe Tea Lights for Cats situation by saying something like this: Cindy’ cass willbe selling sets of tea lights with diffrent numbers of candles in each st. ‘People can buy as few as one tealight or as many as 36 or any amount in between. Explain that the candles will also be arranged in different ways, just asthe sets of 12 were. For example, someone could buy 8 tea lights in a1 x 8 box of candles or in a 2x 4 bax of candles. Ask students to predict which numbers between 1 and 36 will generate the most rectangles. “The following questions may help. + Which numbersdo you think will have the most boxes? Why? + Which numbers do you think will only have one or two boxes? Why? + Does it matter ifthe numbers odd or even? Bridges in Mathematics Grade 4 Teachers Guide 5 (© The Math Learning Center | mathleamingcenterorgUnt Modle2 | Sesion 11 Model how to cut out the rectangles, glue them to a piece of 12"x 18" construction paper, and label them, using the rectangles you sketched and labeled for the number 12. + Tell students that for this assignment, the 3 x 4 and 4 x 3 rectangles will be considered the same, and only one shouldbe recorded. + Explain that some arrays may not entizely fit on the construction paper and will hang ‘over the sides + Letthem know they wil share their work during the next session, 12 Show students where to find materials, and pass out prepared index cards with the numbers on them to pairs of students (two or three per pair of students). Circulate as students are working to observe, hold informal conversations with student pairs about their work, and assist as needed 13 Near the end of the session, have students recycle scraps of paper and put away tiles, glue, scissors, and any other materials. SHALLENGE Have students find all the factors for larger numbers, such as 43, 48, 72, or 91, (Gin: 91 snot prime!) 14 Talk about discoveries and observations students may have made about their assigned numbers. «Did you make any intresting obser ions about the numbers you worked with? + Was there anything “special” about any of your numbers? + Put your thumb up if you had a number for which you could only make I rectangle. + Putyour thumb up fyou ad anumber for which you could make or 5 different rectangles. 15 _ Close the session by having students think quietly about, then share in pairs, reasons why it was possible to form lots of rectangles with some numbers of tiles, and only one or two rectangles with others. Collet student posters and save them for next session, Be sure students have labeled the posters with theie names. ‘The optional Arranging School Supplies Student Book page provides additional opport nities to apply the following skills: + Multiply using the commutative property (3.0A.5) + Represent the product of two numbers asthe area ofa rectangle with side lengths equal to those two numbers (3.MD.7b) + Find all fctor pairs fora whole number between 1 and 100 (4.04.4) Bridges in Mathematics Grade 4 Teachers Guide 6 (© The Math Learning Center | mathlearningcenterorg