Learning Activity

Designing a Table to Find Factors

Subject Area

Arts Education
Mathematics

Grade(s)

4

Overview

This learning activity should be done at the end of a lesson on factors and multiples. The teacher will pose a real-world problem that requires the students to create multiple designs for a tabletop using all the factors of 24.  Using virtual manipulatives, students will work individually to create multiple designs for a table using all the factors of 24.

This activity was created as a result of the Arts COS Resource Development Summit.

Mathematics (2019) Grade(s): 4

MA19.4.4

For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.

Unpacked Content

UP:MA19.4.4

Vocabulary

  • Multiple
  • Factor
  • Prime
  • Composite
  • Whole number
  • Factor pair

Knowledge

Students know:
  • Factor pairs include two numbers that when multiplied result in a particular product.
  • Multiples are the result of multiplying two whole numbers.
  • How to identify a prime or composite number.

Skills

Students are able to:
  • Find all factor pairs of a given number.
  • Identify a number as a multiple of each of its factors.
  • Determine whether a number is prime or composite.

Understanding

Students understand that:
  • A whole number is a multiple of each of its factors.
  • Numbers can be classified as prime, composite, or neither, based on their properties and characteristics.
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.1

Individually brainstorm multiple approaches to an art problem.

Unpacked Content

UP:AE17.VA.4.1

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

Students will find all the factor pairs for a given number.

Students will individually brainstorm multiple approaches to designing a table top.

Activity Details

This learning activity should be completed at the end of a lesson on factors and multiples. 

Pose this real-world problem to the students:

A local artist needs our help with designing a tabletop for a client. The client has provided the artist with several different colors of tile and would like for him to design a tabletop with only 24 tiles. We need to help the artist design as many versions of this tabletop as we can so he will have a variety to choose from. The table is rectangular, so all of our designs must be arrays. 

Students will work individually and use the virtual manipulative link to design his or her tabletop using only 24 color tiles. Make sure you guide the students in locating the color tiles on the link. Instruct the students to make a design for each factor pair of 24. Students will print their designs on a color printer or print them in black and white and color them. 

Assessment Strategies

Assessment Strategies

Students must have an array design created for each factor pair of 24: 1 x 24, 2 x 12, 3 x 8, 4 x 6.

Variation Tips

You can differentiate this activity according to ability level by making higher level students create a design using a larger multiple such as 48 and lower ability level students should use a number such as 12.

This learning activity can be used with a fractional unit also. The teacher should assign a set amount of each color tile used. The students can find the factional parts for each color of tiles.  

Background and Preparation

Background / Preparation

Students should have background knowledge of factors and multiples.

Teachers will need to visit the virtual manipulative link prior to the lesson to familiarize himself/herself with it.  

Each student will need access to a device with Internet access. 

Digital Tools / Resources

Virtual Manipulatives
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Int…

Approved Date

Owner (Author)

scarver17
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