Counting, Representation… · B5 Mathematics

Lesson notes

Learning Objectives

Indicator: B5.1.1.3.1 - Identify the factors of whole numbers 1 - 100

By the end of the lesson, learners can:

Define a factor of a whole number in their own words as a number that divides the given number exactly without leaving a remainder.
Use arrays of objects (counters, bottle tops, seeds) to find all factor pairs of whole numbers from 1 to 100.
List the complete set of factors for any given whole number between 1 and 100, writing them in ascending order.
Identify which numbers from 1 to 100 have exactly two factors (prime) and which have more than two factors (composite), using factor lists they have built.
Justify their answers by explaining, verbally or in writing, why a particular number is or is not a factor of another number.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation & Cardinality (1.1)
Content standard: B5.1.1.3 - Demonstrate an understanding of factors, multiples of numbers including composite, even, odd and prime numbers from 1 to 100
Indicator: B5.1.1.3.1 - Identify the factors of whole numbers 1 - 100
Suggested placement: Term 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 60
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Ask learners to use different arrangements of arrays of objects to find factors of whole numbers 1 - 100. For instance the factors of 24 can be obtained from the following arrays of objects.
E.g. 2 Ask learner to collect from the arrays, pairs of number as the factors of the given number, 24. Hence the set of factors of 24 = {1, 2, 3, 4, 6, 8, 12, 24}

Nearly square black-and-white mathematical teaching visual is organised as a table with horizontal divisions,... — A nearly square black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions, open white space around the main marks. Visible labels, values, and notation include: ›>...; 6 .===; 24 × 1; 12x2; (; F::::*; 6 × 4; 4×6.