Unit 1, Lesson 2
Factor Pairs
Grade 4
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Learn how to use instructional routines to facilitate problem-based learning!
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The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying single-digit numbers. These understandings help students develop fluency and will be helpful later in this lesson when students find factor pairs of numbers.
As students use earlier problems to find the new products, they look for and make use of structure (MP7) and use repeated reasoning (MP8).
This is the first time students experience the Number Talk routine in IM Grade 4. Students are familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.
Find the value of each expression mentally.
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MLR7 Compare and Connect
Learn how to use instructional routines to facilitate problem-based learning!
To Copy (from Blackline Masters)
Centimeter Grid Paper - Standard
The purpose of this activity is for students to find all the possible pairs of whole-number side lengths given the area of a rectangle. Each group is assigned 2 areas. Groups find all the possible rectangles for each given area. They draw and cut out possible rectangles with that area. In the next activity, they will display the rectangles in a Gallery Walk. To find all possible rectangles with a given area, students may use tiles. They may also start to observe patterns such as if there are an even number of rows then the number of tiles in the rectangle is an even number (MP7).
Areas to assign (in square units):
Group A: 11, 27
Group B: 25, 5
Group C: 16, 8
Group D: 9, 18
Group E: 24, 12
Group F: 14, 28
Group G: 15, 30
Group H: 19, 20
This activity uses MLR7 Compare and Connect. Advances: representing, conversing.
MLR7 Compare and Connect
Your teacher will assign 2 numbers to your group. Each number represents the area of a rectangle.
On grid paper:
(For example, if you draw a rectangle with 4 units across and 6 units down, you don’t need to also draw a rectangle with 6 units across and 4 units down because they have the same pair of side lengths.)
When you think you've drawn all the possible rectangles for both areas, cut out your rectangles and put them on a poster. Make 1 poster for each area you were assigned.
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