ALEX Learning Activity

  

Designing a Table to Find Factors

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Stephanie Carver
System:Cullman City
School:Cullman City Board Of Education
  General Activity Information  
Activity ID: 1827
Title:
Designing a Table to Find Factors
Digital Tool/Resource:
Virtual Manipulatives
Web Address – URL:
Overview:

This learning activity should be done at the end of a lesson on factors and multiples. The teacher will pose a real-world problem that requires the students to create multiple designs for a tabletop using all the factors of 24.  Using virtual manipulatives, students will work individually to create multiple designs for a table using all the factors of 24.

This activity was created as a result of the Arts COS Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 4
Visual Arts
1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Mathematics
MA2019 (2019)
Grade: 4
4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.

b. Determine whether a whole number in the range 1 to 100 is prime or composite.

Unpacked Content
Evidence Of Student Attainment:
Students:
When given a number in the range 1-100,
  • Find all factor pairs and recognize that a whole number is a multiple of each of its factors.
  • Determine whether the whole number in the range 1-100 is a multiple of a given one-digit number.
  • Determine whether a whole number in the range 1-100 is prime or composite.
Teacher Vocabulary:
  • Multiple
  • Factor
  • Prime
  • Composite
  • Whole number
  • Factor pair
Knowledge:
Students know:
  • Factor pairs include two numbers that when multiplied result in a particular product.
  • Multiples are the result of multiplying two whole numbers.
  • How to identify a prime or composite number.
Skills:
Students are able to:
  • Find all factor pairs of a given number.
  • Identify a number as a multiple of each of its factors.
  • Determine whether a number is prime or composite.
Understanding:
Students understand that:
  • A whole number is a multiple of each of its factors.
  • Numbers can be classified as prime, composite, or neither, based on their properties and characteristics.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.4.1: Define factors, prime number, and composite number.
M.4.4.2: Apply properties of operations as strategies to multiply and divide.
M.4.4.3: Identify all factor pairs for a whole number in the range 1-20.
M.4.4.4: Name the first ten multiples of each one-digit natural number.
M.4.4.5: Recall basic multiplication facts.
M.4.4.6: Count within 1000; skip-count by 5s, 10s, and 100s.

Prior Knowledge Skills:
  • Represent equal groups using manipulatives.
  • Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
  • Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
  • Write an equation to express the product of the multipliers (factors).
  • Relate multiplication to repeated addition and skip counting.
  • Define pair, odd and even.
  • Recall doubles addition facts with sums to 20.
  • Apply sign+ and = to actions of joining sets.
  • Model written method for composing equations.
  • Skip count by 2s.
Learning Objectives:

Students will find all the factor pairs for a given number.

Students will individually brainstorm multiple approaches to designing a table top.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

This learning activity should be completed at the end of a lesson on factors and multiples. 

Pose this real-world problem to the students:

A local artist needs our help with designing a tabletop for a client. The client has provided the artist with several different colors of tile and would like for him to design a tabletop with only 24 tiles. We need to help the artist design as many versions of this tabletop as we can so he will have a variety to choose from. The table is rectangular, so all of our designs must be arrays. 

Students will work individually and use the virtual manipulative link to design his or her tabletop using only 24 color tiles. Make sure you guide the students in locating the color tiles on the link. Instruct the students to make a design for each factor pair of 24. Students will print their designs on a color printer or print them in black and white and color them. 
Assessment Strategies:

Students must have an array design created for each factor pair of 24: 1 x 24, 2 x 12, 3 x 8, 4 x 6.
Advanced Preparation:

Students should have background knowledge of factors and multiples.

Teachers will need to visit the virtual manipulative link prior to the lesson to familiarize himself/herself with it.  

Each student will need access to a device with Internet access. 
Variation Tips (optional):

You can differentiate this activity according to ability level by making higher level students create a design using a larger multiple such as 48 and lower ability level students should use a number such as 12.

This learning activity can be used with a fractional unit also. The teacher should assign a set amount of each color tile used. The students can find the factional parts for each color of tiles.  
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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