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Factors and Multiples

Strand: Number
Outcome: 3

Step 2: Determine Evidence of Student Learning

Guiding Questions

• What evidence will I look for to know that learning has occurred?
• What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and assess student learning. One starting point for this planning is to consider the achievement indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with Achievement Indicators. You may also generate your own indicators and use these to guide your observation of the students.

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

• identify multiples for a given number and explain the strategy used to identify them?
• determine all the whole number factors of a given number, using arrays?
• identify the factors for a given number and explain the strategy used; e.g., concrete or visual representations, repeated division by prime numbers, factor trees?
• provide an example of a prime number and explain why it is a prime number?
• provide an example of a composite number and explain why it is a composite number?
• sort a given set of numbers as prime and composite?
• graph the factors of prime and composite numbers? Make inferences about factors, multiples, primes and composites from the graph?
• solve a given problem involving factors or multiples?
• explain why 0 and 1 are neither prime nor composite?
• apply the concept of factors and multiples to prime and composite numbers?

Sample behaviours to look for related to these indicators are suggested for some of the activities listed in Step 3, Section C: Choosing Learning Activities.