Over the next 2-3 days we create rectangle charts for each of the numbers from 1 to 50. We use the charts to develop our understanding of factors, multiples and primes.
Begin by looking at the display of charts from yesterday.
Write on the board: "The factors of 6 are 1, 2, 3 and 6"
Ask the children to look at the chart for 6 and see if they can work out what a factor is.
Continue to discuss the numbers from 1 to 12.
Write on the board: "Prime numbers have exactly two factors."
Ask the children to list the prime numbers from 1 to 12. (One is not a prime as it has just one factor.)
Put the numbers from 13 to 50 in a "hat". With a partner the children pick a number from the hat and then work together to construct the rectangular arrays for the number. They record the rectangles on squared paper and then attach these to an A3 piece of paper. As the children work ask questions that focus on their identification of the factors of a number.
When the children have completed a number they select another from the "hat". (If you run out of numbers continue with the numbers 51-100.)
At the end of each session look at the developing display of rectangles charts. Invite pairs of children to share their findings with the class.
Adaptation for ESOL students: Ask students to draft their understandings of 'factors' and 'prime numbers'. Think - Pair - Share.
Published on: 09 Jan 2018
