In grade 3, students learned that a factor is a number being multiplied by another number. For instance, when we multiply 3 and 5 to find the total in 3 groups of 5, or to find the area of a rectangle that is 3 units by 5 units, the 3 and 5 are factors. In this lesson, students learn that a factor pair of a number n is a pair of whole numbers that multiply to result in n. For example, 3 and 5 are a factor pair of 15.

Previously, students made sense of multiples of a number in the context of area: they built and drew rectangles with a given side length and reasoned about their area. In this lesson, they use the same context to make sense of factor pairs. Students build and draw rectangles with a given area and reason about their side lengths. Students then analyze the rectangles that the class has drawn in a Gallery Walk. They make observations about the side lengths of the rectangles and consider whether all possible rectangles have been drawn for each area. In these activities, a rectangle with 3 rows and 2 columns is considered the same as a rectangle with 2 rows and 3 columns.

Math Community
Tell students they will have an opportunity to revise their “Mathematical Community” ideas at the end of this lesson, so as they work today they should think about actions that may be missing from the current list.

Which question asked during the Activity Synthesis gave the most information about students' understanding of the learning goal for the lesson? What did you hear or see that made you feel this way?