Lesson sequence

Lesso Aim
n
1
To review the use of
arrays to support
multiplicative thinking.
To review the concept of
multiples.

To explore factors.
Students understand
that: Whole numbers are
the product of at least
one pair of numbers
multiplied together.
Every whole number is
the product of at least
one and itself multiplied
together, except 1 and
0. These numbers that
are multiplied are called
factors. Factors and
multiples are related.
Multiples of a number
have that number as a

Examples of activities

Weblinks

Bruners enactive phase (concrete materials)

Students use a 100 frame and counters to show
multiplication of numbers up to 10 x 10. They write the
matching number sentence (e.g. 3 x 5 = 15)
In pairs, students play a bingo game. They roll a 10-sided
dice (with numbers 1-10) twice each turn. This gives
them the factors which they multiply by creating arrays
with their 100 frame and counters. They then mark the
number off their individual bingo card.
In pairs, students have a Venn Diagram card (e.g., circle
1: multiples of 6. Circle 2: multiples of 5. Overlap:
multiples of both). They must sort a set of numbers into
each category. To check if numbers are multiples of the
given numbers, they can use their counters and 100
frames and see if the counters can be neatly grouped
(e.g. into groups or 5 or 6).
Bruners enactive phase (concrete materials)
Students view video What are Factors? (concept of
factors, using arrays to find factors)
In pairs, students use counters to make even arrays and
find the factors of a set of given numbers. They write the
factors in pairs (working towards writing factors in lists in
a later lesson). Through pair and class discussion,
students realise that every number is the product of at
least 1 and itself, and some numbers only have these two
factors. As a class, students discuss why the whole
numbers 1 and 0 do not fall into this category. They also
discuss the relationship between factors, products and
multiples. As a class, students come up with an anchor
chart with a shared definition of a factor, and their
observations about factors and multiples.
Problem-solving: In groups, students design a garden

Multiples sorting
activity:
http://www.twinkl.co.u
k/resource/t2-m-313venn-diagramnumber-multiplessorting-activity

Video:
http://splash.abc.net.a
u/home#!/media/2063
614/what-are-factors

Lesso Aim
n
factor. It doesnt matter
which order the factors
are in when multiplied
(commutative law).

Examples of activities

with 100 squares of plant beds. They can arrange the

squares in any way they wish, but there must be four
separate rectangular plant beds, one with 12 squares,
two with 24 squares and one with 40 squares. Their aim
is to make the most practical and aesthetically pleasing
garden. Groups use paper squares to represent and
arrange their garden, and use their creativity to imagine
paths, types of plants, trees, water, garden purpose etc.
They then write their plant bed arrangements as number
sentences (e.g. 3 x 4 = 12 squares. 6 x 4 = 24 squares. 1
x 24 = 24 squares and 2 x 20 = 40 squares. 100 squares
altogether) They share, justify their choices and discuss
as a class, making the factor pairs theyve chosen
explicit. They also discuss the commutative law (e.g. the
fact that 3 rows of 4 is the same as 4 rows of 3; they both
equal 12). They add this new knowledge to their anchor
chart.
To provide students with Bruners iconic phase (visual materials)
the opportunity to move
Review activity: In pairs, students engage in a digital
from the enactive to the
learning object combining a short tutorial about factor
iconic phase of their
arrays with a factor array activity (scaffolded with
knowledge-building.
explanations).
To move from
In pairs, students engage in an online factor array
manipulating physical
activity, where they highlight squares to create all the
arrays to manipulating,
possible arrays for a given number. This is less scaffolded
then making digital
than the previous activity, as students must make their
arrays, then to working
own arrays from scratch and do not have extra prompting
without arrays (removing
and explanations.
the scaffold).
In pairs, students play an online product game. They
To provide plenty of
must choose factors in order to highlight certain products
varied practice to
in a grid to win the game. This game moves away from
consolidate the
using arrays, and stresses the factor-factor-product idea.
knowledge from the
In pairs, students engage in a digital learning object
previous lesson through
combining a short tutorial about factor families with a
engagement in a variety

Weblinks

Digital learning object

(factor arrays):
http://splash.abc.net.a
u/home#!/media/3293
0/arrays-explorefactors
Online factor array
activity:
http://www.shodor.org/
interactivate/activities
/FactorizeTwo/
Online product game:
http://illuminations.nct
m.org/Activity.aspx?
id=4213
Digital learning object
(factory families):
http://splash.abc.net.a

Lesso Aim
n
of tasks.
To provide students with
the opportunity to
deeply understand the
relationships between
factors and
multiples/products.
Students understand
that:
Factor x factor = product
means that product
factor = factor.
4
To move from exploring
factors and relationships
to systematically
factorising numbers.
Students understand
that factor rainbows are
an efficient way to write
the factors of a whole
number.
Students understand
that there are strategies
that can help them to
factorise a whole
number. They are:
a. Divisibility tests.
These can show
whether a 2, 3, 4, 5,
6, 9 and 10 are
factors of a number.
b. Starting with 1, then
systematically testing
every number up to
the number that is

Examples of activities

Weblinks

factor family activity (scaffolded with explanations). This

learning object stresses the commutative law and inverse
relationship between factors and multiples (e.g. 2 x 3 =
6, 3 x 2 = 6, 6 2 = 3, 6 3 = 2).
Students engage in further online games and activities,
such as making factor/multiple chains using a
spreadsheet.
Lesson closes with group and class discussions,
consolidating knowledge, adding further knowledge to
the anchor chart, and emphasising the relationships
between factors and multiples/products.

u/res/i/L2059/index.ht
ml
Other
games/activities:
Factors and multiples
game:http://nrich.mat
hs.org/5468
Factor/multiple chains
activity (spreadsheet):
http://nrich.maths.org/
5578

Bruners iconic phase (visual materials, such as diagrams,

videos, posters and rainbow factor lines)
In small groups, students view a video explaining
divisibility tests. Each group writes the rule for testing
one factor on an anchor chart about finding factors.
Students are therefore collectively create shared
knowledge about factorisation strategies.
Students view two videos explaining rainbow factors, and
some strategies to systematically look for factors. They
discuss in groups and add any further strategies to the
anchor chart.
Problem-solving: Students work in pairs to factorise
various given numbers from 2 to 100 into rainbow factors
using an online worksheet.
Class game: In groups, students access an online Venn
Diagram (e.g., circle 1: 4 is a factor. Circle 2: 3 is a factor.
Circle 3: 5 is a factor. Overlap 1: 4 and 3 are factors.
Centre overlap: all three are factors, etc). They must
factorise a set of numbers from 2 to 100, then sort them
into each category according to their factors. The first
group to finish wins.
Students use a creative software such as Microsoft Paint

Divisibility tests video:

https://youtu.be/jmYjb
8BqvAA
Rainbow factors
videos:
https://www.youtube.c
om/watch?
v=g0At55ECCvM and
http://www.onlinemath
learning.com/factorsmultiples-4oa4.html
Online Venn Diagram
maker:
http://creately.com/Dr
aw-Venn-DiagramsOnline

Lesso Aim
n
half of the product, or
until they reach a
factor theyve already
found.
5

Examples of activities

Weblinks

to create a digital poster showing all the factors of a

given whole number in as many forms as possible (e.g.
factor arrays, number sentences, factor lists, rainbow
factors). They present their poster to the class, explaining
the strategies they used to factorise the number.
To remove the scaffold of Bruners symbolic phase
Cuisenaire rods online:
the visual materials and
http://nrich.maths.org/
Problem-solving: Students complete an online worksheet
aids and enable students
4348
individually, removing the rainbow component of
to transition to the
factorisation, so that they are able to list factors
symbolic phase of their
accurately, without the need for a scaffold. (This may be
knowledge-building.
used as an assessment). The worksheet consists of
To engage students in
closed questions designed to consolidate content
closed and open
knowledge about factors and multiples (e.g. What are the
problem-solving tasks
factors of 56? List the multiples of 20 up to 100. Is 5 a
involving factors and
factor of 38? Why/why not?).
multiples.
Problem-solving: In pairs, students engage in open
To consolidate content
questions on an online worksheet designed to challenge
knowledge and
them and deepen their knowledge, understanding,
understanding about
problem-solving and reasoning skills (may be used for
factors and multiples.
assessment).(E.g:

What are 5 numbers that have both 4 and 5 as

factors?
Show all the factors of these numbers. What
else do they
have in common?

How many multiples of 9 can you find on the 100

chart?
What strategies did you use to find them?

Find the number from these clues: My only factors

are 1 and myself. I am 3 less than a number with both 2
and 5
as factors.

A pool designer has been hired to design a pool of

36
square meters. It must have four sides. What are
the different pool designs they could come up with?
Show
the options using Cuisenaire rods online.

You are building a single-storey house on your 330

square meter block. The house will have a kitchen,

Lesso Aim
n

To engage in an open
mathematical
investigation exploring
patterns in factors on a
100 chart.
To conclude the learning
trajectory, share, review
and reflect on learning.

Examples of activities
living
room, bathroom, three bedrooms, a laundry,
a study and
a garage. The area of the house must
total between 220
and 280 square meters. Design
the house using Cuisenaire rods online (330 square
grid).
Students share their answers, justify their designs and
discuss as a class.
Bruners symbolic phase
In pairs, students engage in a mathematical investigation
using a 100 chart, presented on a spreadsheet. They
identify which numbers have certain numbers of factors
and why. They identify patterns among these numbers
and extend the investigation according to their curiosity.
They propose possibilities for further investigation.

Question: Some numbers, such as 17, 29 and 37

only have two factors (1 and itself). Some numbers,
such as 8 and 21 have four factors. Some numbers
have three.
Investigate.
The students reflect on the learning trajectory. They
share and discuss their learning and thoughts in groups
and as a class.

Weblinks

https://www.illustrativ
emathematics.org/con
tentstandards/tasks/1493
http://mathnotations.b
logspot.com.au/2007/
12/middle-school-orsat-math-activityfour.html (sites that
contain similar
investigations of
products and factors)