Math Concepts: Factors, Multiples, Multiplication

What You Can Do: Students can be exposed to basic multiplication facts in a variety of contexts.
Look for opportunities to practice multiplication with your child at home or when running errands. For instance, ask your
son or daughter how many car tires are on your street (4 × the number of vehicles), or if you buy several dozens of eggs
at the grocery store, ask your child to determine the total number of eggs (12 × number of dozens).

One way for young students to “see” multiplication involves an array model, which is an organized arrangement of rows
and columns. An array can be created with Unifix cubes, with coins or buttons arranged neatly into a rectangular pattern,
or by considering a portion of floor covered with square tiles. For example, the image below is a representation showing
that 3 × 5 = 15.

Math in the Game: Logical reasoning is required to get four in a row before your opponent, and
understanding factors is important. Squares are covered based on the product of two numbers. Encourage students to consider
what products their opponent will be able to make if they move a marker to a particular number.

Related Resources:

All About Multiplication

In this unit, students explore several meanings and representations of multiplication (number line, equal sets, arrays, and balanced equations). They also learn about the order (commutative) property of multiplication, the results of multiplying by 1 and by 0, and the inverse property of multiplication.

Factorize

Students determine the factorizations for a number by creating all possible rectangles of a given area.

Times Square: Reinforcing Multiplication Skills Using Factors and Strategy

In this lesson, students use their previous knowledge of multiplication to identify factors and form products. Students will use Illuminations’ Times Table to identify various patterns in a multiplication table. They will then play the Multiple Factors Game and Times Square to reinforce their understanding of factors and multiples.