Maryland Math 4.NOS.C.8

4.NOS.C.8 is a cluster heading. These are the individual standards under it.

• 4.NOS.C.8.a

  Identify factor pairs for a whole number in the range of 1–100.

• 4.NOS.C.8.b

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

• 4.NOS.C.8.c

  Distinguish between factors and multiples and explain how they relate to a given number.

• 4.NOS.C.8.d

  Determine whether a given whole number in the range of 1–100 is prime, composite, or neither.

01

What Students Need to Do

Students find all pairs of whole numbers that multiply to make a given number. They check whether a one-digit number divides it evenly and use that result to name factors and multiples. They decide whether a number is prime, composite, or neither.

02

What Mastery Looks Like

For 24, a student lists 1 × 24, 2 × 12, 3 × 8, and 4 × 6 without missing a pair. They explain that 3 is a factor of 24 and 24 is a multiple of 3. They classify 24 as composite, 29 as prime, and 1 as neither.

03

Common Misconceptions

Students may call 24 a factor of 3 when they mean a multiple of 3. Some call 1 prime because it has one factor. Others call 2 composite because it is even.

04

How to Assess It

Exit ticket: List every factor pair of 21. Use one pair to explain why 7 is a factor of 21 and 21 is a multiple of 7, then classify 21 and 1.

1. 01

   Give pairs 24 counters to build every equal-row rectangle, then record the factor pair for each rectangle.

2. 02

   Ask: 'Why is 1 neither prime nor composite, and why is 7 a factor of 21 while 21 is a multiple of 7?'

3. 03

   Play factor bingo with cards numbered 1 to 20: call 24, and students cover any listed number that divides 24 evenly.

4. 04

   Use a 30-day calendar to circle dates that are multiples of 5, then explain why the 15th is circled.

• 6.NOS.B.4

  Identify the common factors and multiples of two whole numbers.