Success Criteria: I can describe the term multiple. I can identify multiples of numbers.

Success Criteria: I can describe the term multiple. I can identify and list multiples of numbers.

Success Criteria: I can describe the term factor. I can identify factors of numbers.

Success Criteria: I can describe the term factor. I can identify and list factors of numbers.

Success Criteria: I can describe the terms multiples and factors. I can identify, list and solve problems of multiples and factors.

Teach: (10 minutes). Explain the concept of multiples by following the PowerPoint presentation slides:

• What is a multiple?

• How can you find a multiple?

• Teacher modelling: What are the first 5 multiples of…

Model to the students how to find the first five multiples of a random whole number, demonstrating non-examples and mistakes throughout the process. Verbalise thought process and strategies out loud to students.

Ask students if they have any questions about multiples and ask them to give a thumbs up/neutral/down to show their understanding.

Practice: (15 minutes). Follow the PowerPoint presentation slides:

• What are the first 5 multiples of each number?

Give the students an opportunity to practice as a group how to identify multiples of various numbers. Allow students to raise hands with ideas or answers and work collaboratively to find the multiples. Ensure to question, model and think out loud to scaffold the students understanding.

• Group Activity…

Explain this activity - students will pair up with the peer next to them and will require a scrap piece of paper and a pencil. Students will select their own whole number (a number that hasn't been previously used) and will have to find as many multiples as they can in five minutes. At the end, ask each group to share how many multiples they found and if they identified any patterns.

Apply: (20 minutes). Students can apply their understandings of multiples and complete one worksheet:

• Multiples Colouring in Mosaic (Higher level)

  or

• Multiples Odd One Out (Lower Level)

Teach: (10 minutes). Reflect on the previous lesson by following the PowerPoint presentation slides:

• Reflection... What is a multiple?

• How can you find a multiple?

• Teacher modelling: What are the first 5 multiples of…

Model to the students how to find the first five multiples of a random whole number, demonstrating non-examples and mistakes throughout the process. Verbalise thought process and strategies out loud to students.

Ask students if they have any questions about multiples and ask them to give a thumbs up/neutral/down to show their understanding.

Practice: (20 minutes). Follow the PowerPoint presentation slides:

• What are the first 5 multiples of each number?

Give the students an opportunity to practice identifying and listing multiples of various numbers. Encourage students to raise hands with ideas or answers and work collaboratively to find the multiples, inviting students up to write their answers and demonstrate their working out on the board. Ensure to question, model and think out loud to scaffold the students understanding.

• Group Activity…

Explain this activity - students will pair up and will require one Multiples Madness! worksheet, one dice and two coloured pencils between them. Students will take in turns to roll the dice and will need to shade in the box of every multiple from that number. Once all of the boxes are shaded in, the student with the most shaded boxes wins.

Apply: (15 minutes). Students can apply their understandings of multiples and play an online multiples game on laptops:

• Mach 10 Multiples (Higher Level)

or

• Meteor Multiplication (Lower Level)

Teach: (10 minutes). Explain the concept of factors by following the PowerPoint presentation slides:

• What is a factor?

• How can I find factors?

• How can I represent factors?

• Teacher modelling: What are the factors of...

Model to the students how to find the factors of the listed whole numbers, demonstrating non-examples and mistakes throughout the process. Verbalise thought process and strategies out loud to students.

Ask students if they have any questions about factors and ask them to give a thumbs up/neutral/down to show their understanding.

Practice: (15 minutes). Follow the PowerPoint presentation slides:

• Let's find some factors together...

Give the students an opportunity to practice as a group how to identify factors of various numbers. Allow students to raise hands with ideas or answers and work collaboratively to find the factors. Ensure to question, model and think out loud to scaffold the students understanding.

• Group Activity…

Explain this activity - students will pair up with the peer next to them and will require a scrap piece of paper and a pencil.

Students will work together to find as many factors as they can of the following numbers: 8, 14, 26 and 50 in five minutes. At the end, ask each group to share how many factors they found.

Apply: (20 minutes). Students can apply their understandings of multiples and complete one worksheet:

• Factor Flowers (Higher level)

  or

• Find the Factors (Lower Level)

Teach: (10 minutes). Reflect on the previous lesson by following the PowerPoint presentation slides:

• Reflection... What is a factor?

• How can I find factors?

• How can I represent factors?

Introduce factor pairs to students.

Ask students if they have any questions about factors and ask them to give a thumbs up/neutral/down to show their understanding.

Practice: (20 minutes). Follow the PowerPoint presentation slides:

• Let's find some factors together...

Give the students an opportunity to practice identifying and listing factors of various numbers. Encourage students to raise hands with ideas or answers and work collaboratively to find the factors, inviting students up to write their answers and demonstrate their working out on the board. Ensure to question, model and think out loud to scaffold the students understanding.

• Challenge!

Explain this activity - Students will pair up and will have 10 minutes to find all the factors listed on the slide. At the end, ask each group to share how many factors they found and to share what strategies they used to find the factors.

Apply: (15 minutes). Students can apply their understandings of multiples and play an online multiples game on laptops:

• Maths Lines Multiplication (Higher Level)

or

• Factor Pair Up (Lower Level)

Teach/Practice: (10 minutes). Introduce word problems in relation to multiples and factors by follow the PowerPoint presentation:

• Let's practice a word problem...

Model to the students how to answer the word problem question, demonstrating non-examples and mistakes throughout the process. Verbalise thought process and strategies out loud to students.

Ask students if they have any questions about multiples and ask them to give a thumbs up/neutral/down to show their understanding.

Apply: (30 minutes). Explain to students the expectations, tools and criteria of the assessment, for example:

•You will now be completing an assessment on multiples and factors.

•You will have the remainder of the lesson to complete your assessment.

•This is an individual and silent task at your desks.

•Unifix blocks are available at the front if you require.

•When you are finished, please bring your assessment to Miss Jemma and you can log onto maths prodigy.

Students may commence their assessment task.

General Capabilities: Numeracy: Number sense and algebra - Multiplicative strategies.

Cross Curriculum Priorities: N/A.

Year Level: Year Five.

Duration: Five lessons over one week.

Lesson Lengths: 50 minutes.

Learning Objective: During this unit of work, students will learn about the multiples and factors of whole numbers and understand how to identify, list and solve problems of multiples and factors.

Prior Learning: According to the Australian Curriculum V9 (2023), students will have an understanding of the following outcomes in relation to this unit:

• AC9M4N05 - Students learn to solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits.

• AC9M4N06 - Students learn to develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder.

• AC9M4A02 - Students learn to recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator.

Differentiation: The learning activities throughout the five sequenced lessons will cater for varying learning needs and abilities of all students. This includes clearly outlined higher and lower level resources, such as worksheets and online learning games. In addition, various learning tools and resources will be available for students to support their understanding and learning, including unifix blocks and scrap paper during the written knowledge assessment.

• Written knowledge assessment.

Formative Assessment:

• Engagement and participation during in-class learning and discussions.

• Demonstration of understanding in individual and group activities.