Indicators in bold are specific to edTPA
NAME: Paige Kelly
Common Core Standards
IEP Goal [if applicable]
Primary learning target
Primary Lesson Objective
Student-friendly learning
target
Pre-assessment/baseline data
Primary Learning Target
Formative Assessment:
 How will you monitor
student’s progress on
lesson objective?
Summative Evaluation:
 How will the student be
evaluated?
Content Analysis:
LESSON: Factor Pairs GRADE: 4
CCSS.MATH.CONTENT.4.OA.B.4
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 1-100 is a
multiple of a given one-digit number. Determine whether a given whole number in the range 1-100
is prime or composite.
When given 6 problems, students will find factor pairs for 6 different products with 100%
accuracy.
What? Factor pairs
Why? We use math everyday
How? I will be able to find factor pairs
- Number on fingers
- Thumbs up/thumbs down
Students will receive a rainbow factor pair worksheet and be required to complete 6
rainbow factor pairs.
Definition: factor pair: is a set of two numbers, which when multiplied together result in a
product.
Critical attributes: factors need to be listed in numerical order
Non critical attributes: which product you choose to find the factors of
Examples: 24 – 1, 2, 3, 4, 6, 8, 12, 24
12 – 1, 2, 3, 4, 6, 12
Non examples: 20 – 2, 0
15 – 1, 15, 3, 5
Indicators in bold are specific to edTPA
NAME: Paige Kelly
Considerations:
 Resources:
 Materials:
 Accommodation
 Modifications
 Technology:
Opening/Motivation:
 Signal for attention
 Engagement and activate
interest
 Connection to prior
learning
 Review previous lesson
 Student-friendly learning
target
 Communicate behavior
expectations
 Vocabulary
LESSON: Factor Pairs GRADE: 4
Related Concepts: multiples, prime numbers, composite numbers
- PowerPoint
- Behavior expectations chart
- Whiteboards
- Rainbow factor pair worksheets
- Colored pencils
What the teacher does What the student does
1. Signal for attention:
a. If I need to get your attention at all
during the lesson I will say “class”
and you will respond “yes”. You
will say “yes” the same number of
times I say “class”.
b. Practice signal
1. “class, class, class” “yes, yes,
yes”
2. Behavior expectations
a. As a class say behavior
expectations together
b. Eyes on speaker
c. Listen to directions
d. Be respectful to each other and
the speaker
e. Do your best
3. Learning Target
a. Today we will be learning about
factor pairs
b. We are learning about this because
we use math everyday.
Indicators in bold are specific to edTPA
NAME: Paige Kelly
OUTLINE of Learning sequence: Demonstration
 Presentation of
information
 Model and demonstrate
the new skill, strategy, or
concept
 Active engagement
LESSON: Factor Pairs GRADE: 4
c. By the end of the lesson you will be
able to say you can find factor
pairs.
4. Prior knowledge and vocabulary
a. Multiplication problems have two
factors that multiply together to
equal one product.
1. Factor: numbers you can
multiply together
2. Product: answer to a
multiplication problem
b. (On PowerPoint) Show two
multiplication problems and ask
students to put their thumbs up if
the product is correct or thumbs
down if the product is incorrect
CFU
1. Demonstration
A. What is a factor pair?
1. Factor pair: a pair of numbers
multiplied together to form a
product. (Read definition
aloud as class)
2. Can you show me with your
fingers how much a pair is?
CFU
B. If I have the multiplication
problem: 3 x 8 = 24, the factor
pair is going to be 3 and 8.
Indicators in bold are specific to edTPA

NAME: Paige Kelly LESSON: Factor Pairs GRADE: 4

1. There are other numbers that

multiply together to form a
product of 24.
a. 1 and 24, 2 and 12, 4 and
6.
b. The product 24 has 4
factor pairs.
C. Let’s think about the product 20.
1. 1 and 20, 2 and 10
2. Turn and tell your shoulder
partner what the last factor pair of 20 is.
ASR (4 and 5)
3. Whenever you write out the
factor pairs for a product you want to write
them in numerical order (lowest number to
highest number).
4. Show rainbow and how
numbers connect when they are in a line
D. Slant. I am going to tell you a
secret about factor pairs.
1. Every product has a factor pair
that is 1 and itself. (Product: 7; factor pairs 1
and 7. Product 56; factor pair 1 and 56)
2. Turn and tell your shoulder
partner a quick factor pair of the product
125 ASR (1 and 125)
E. Lets look at one more product; the
product 36. I know that 1 and 36, 2 and 18, 3
and 12, 4 and 9, 6 and 6 are all factor pairs
of the product 36.
Indicators in bold are specific to edTPA
NAME: Paige Kelly
OUTLINE of Supervised Practice/Feedback:
 Sequence of activities
 Opportunities to practice
 Check for understanding
 Check for readiness to
work independently
 Provide specific
feedback
 Opportunities to
correct/revise their
work
OUTLINE of Independent Practice:
 Allow students to
evaluate their work
 Application
Closure:
 Revisit student-friendly
target
 Review key content
 Checks for understanding
 Transition
LESSON: Factor Pairs GRADE: 4
1. On your whiteboards write
out all the factor pairs in numerical order
and connect them using the rainbow. CFU
1. CFU
a. Whiteboards
Directions: students will find factor
pairs for the products 12 and 20.
They will write the factor pairs on
their whiteboards in numerical
order and connect the factor pairs
using the rainbow. I will walk
around the classroom and check
work for each.
-Students will receive a worksheet with 6
different factor pair rainbows.
-Students will identify the correct factor
pairs for the given products.
-When students have found all the factor
pairs they may raise their hand to get their
work checked and once approved may color
in their rainbow with a colored pencil
1. Target
a. Today we learned about factor pairs.
b. We learned about this because we use math everyday.
c. Now you can say “I can find factor pairs”
2. CFU
a. (On PowerPoint) Put your thumbs up if these are the correct factor pairs for the
product 10 and thumbs down if these are not the correct factor pairs.
Indicators in bold are specific to edTPA

NAME: Paige Kelly LESSON: Factor Pairs GRADE: 4

3. Transition
a. Going to lunch (?)
b. Line leaders and governors line up first. Rest of the class can line up.
Back-up plan or additional Students who finish early: May color in their rainbow with colored pencils.
practice:
 Plan for those who finish
early
 How will you re-teach
strategy for those who
need help?
Strategies for generalization,
maintenance or next steps:
 How will students
evaluate their own work?
Expressive and Receptive
Communication [How will
students articulate their
learning?]
 What functions are
necessary for this lesson,
i.e. write, sign, listen,
read, etc?
 In what form will the
students produce their
work to demonstrate
their understanding of the
objective(s)?