“En la lección de hoy, usamos los términos factores y múltiplos para describir números hasta 100” // “In today’s lesson, we used the terms factors and multiples to describe numbers within 100.”
Display the following prompts:
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“¿Cómo se sabe si _____ es un factor de un número?” // “How do you know if _____ is a factor of a number?”
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“¿Cómo se sabe si un número es un múltiplo de _____?” // “How do you know if a number is a multiple of ______?”
“Por turnos, con su pareja, usen los números 1, 2, 5 y 10 para hacer y responder las preguntas. Por ejemplo, el primer compañero pregunta ‘¿Cómo se sabe si 2 es un factor de un número?’ y el segundo compañero responde. Luego, el segundo compañero pregunta ‘¿Cómo se sabe si un número es múltiplo de 2?’ y el primer compañero responde” // “With your partner, take turns using each number 1, 2, 5, and 10 to ask and answer the prompts. For example: The first partner asks: ‘How do you know if 2 is a factor of a number?’ and the second partner responds. The second partner then asks: ‘How do you know if a number is a multiple of 2’ and the first partner responds.”
Share and record responses. Highlight these observations:
- The number 1 is a factor of every number and every number is a multiple of 1.
- The number 2 is a factor of every even number and each even number is a multiple of 2.
- A number is a multiple of 5 when the last digit of the number is 5 or 0.
- The number 10 is a factor of a number when the last digit of the number is 0.
- A number is a multiple of 10 if its last digit is 0.
Math Community
After the Cool-down, ask students to individually reflect on the following question: “¿Cuál norma sintieron que fue la más importante al trabajar hoy? ¿Por qué?” // “Which one of the norms did you feel was most important in your work today, and why?” Students can write their responses on the bottom of their Cool-down paper, on a separate sheet of paper, or in a math journal.
Tell students that as their math community works together over the course of the year, the group will continually add to and revise its “Doing Math” and “Norms” actions and expectations.
