Montana Math MT.4.OA.4
The Standard
Find all factor pairs for a whole number in the range 1-100, recognize that a whole number is a multiple of each of its factors, determine whether a given whole number in the range 1-1000 is a multiple of a given one-digit number, and determine whether a given whole number in the range 1-100 is prime or composite.
2026 Montana Mathematics Content Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students list every factor pair for numbers up to 100. They check whether a number up to 1,000 divides evenly by a one-digit number. They use factor pairs to explain multiples and decide whether numbers up to 100 are prime or composite.
What Mastery Looks Like
- For 36, a student lists all five factor pairs without repeats. They explain why 36 is a multiple of 9 and why 344 is not a multiple of 6. They identify 37 as prime and 1 as neither prime nor composite.
Common Misconceptions
- Students may call 1 prime or miss a square pair such as 7 × 7 for 49. Some confuse factors with multiples or assume every even number is a multiple of 6.
How to Assess It
- Exit ticket: List all factor pairs of 36 and explain why 36 is a multiple of 9. Decide whether 344 is a multiple of 6 and whether 37 is prime or composite, showing your work.
Lesson moves
Ways to Teach It
Give pairs of students 30 counters to build every rectangular array, then record the factor pair for each layout.
Ask, “Why is 49 composite but 47 prime?” Have students sketch arrays and write a one-sentence explanation.
Run a factor-pair relay with 36, 45, and 64, awarding a point only when a team lists every pair.
Give students a 48-seat seating chart and ask which equal-row layouts work, then whether 48 seats can fill rows of 7.
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