Abundant Number � A number with
proper factors that add up to more
than the number. Fox example, 24 is
abundant, because its factors
1,2,3,4,6,8 and 12, add to 36.
Common Factor - A factor that two or
more numbers share. 7 is a common
factor of 14 and 35, 7 divides both
numbers evenly.
Comm on Multiple � A multiple that
two more numbers share, 7 & 5 are
common multiples of 35, 70, 105 etc.
Composit e Number � A whole num-
ber with factors other than itself and 1,
a number that is not prime Defici ent Number � a whole number with proper f actors that add to less
t han the number. Factor � A number that divides an-ot her number evenly, such as 7 x 5 =
35, so both 7 and 5 are factors of 35. Prime Number � A number with only two dist inct factors, 1 and the number
itself. 1 is not considered to be a
prime number. Proper Factors � All the factors of a number, except the number itself, For example, the proper factors of 8 are
1,2, and 4.
Square Number � The product of a number with itself. Examples of
square numbers are 9, 16, 25 etc.
Prime Time
Glossary
Connected Mathematics
Project
Everett Public Schools
Mathematics Program
Proposed Time Frame:
Approximately 6 weeks
Prime Time
Factors and Multiples
Unit Goals:
Understand the relations hips
among factor s, multiples,
divi sors, and products
Recognize that factors co me in
pairs
Fundamental Theorem of
Arithmetic � any num ber can
be written in ex actly one way as
a factor of its primes Recognize situations in w hich problems can be solved by
finding factors and multiples
Web Resources
You will find the Factor
Game and the Product Game
at:
www.illuminations.nctm.org
Factor Game
Product Game
Tips for Helping at Home
Good questions and good listening w ill
help children make se nse of mathemat-
ics an d build self-confidence. A good
question opens up a problem and su p-
ports different ways of thinking about it.
Here are some questions you might try,
notice that none of them can be an-
swered with a simple �yes � or �no�.
Getting Started
What do you need to find ou t?
What do you need to know?
What terms do you understan d or
not understand?
While Working
How can you organize the inf orma-
tion?
Do you see any patterns or relation-
ships that w ill help solve this?
What would happen if�?
Reflecting about the Solution
How do you know your answer is
reasonable?
Has the question been answ ered?
Can you explain it another w ay?
At Home:
1 Talk with your child about
what�s going on in mathem atics
class.
2 Look for ways to link mathe-
matical learning to daily activi-
ties. Encourag e your child to
figu re out the amounts for halv-
ing a recipe, estimating gas
mileage, or figuring a restau-
rant tip.
3 Encourage y our child to sched-
ule a regular time for home-
work and provide a comfortable
place for their study , free from
distractions.
4 Monitor y our child�s home-
work on a regular basis by
looking at one problem or ask-
ing your child to briefly de-
scribe the focus of the home-
work. When your child asks
for help, work with them in-
stead of doing the problem for
them.
At School
1 Attend Open House, Back to
School Nigh t, and after school
ev ents.
2 Join the parent-teacher organi-
zation
investigation 1 The Factor Game
Classify numbers as prime and compos-
ite
Recognize factor pairs (2x3=6)
Discover the connection between divid-
ing and finding factors of a number
Investigation 2 The Product Game
Review multiplication facts
Develop relationship between factors
and multiples
Investigation 3 Factor Pairs
Recognize that factors come in pairs
(T he factor pairs of 8 are 1 and 8 and 2
and 4)
Represent factor pairs as the dimen-
sions of a rectangle
Determine whether a number is prime or
composite
Investigation 4 Common Factors and Mul-
tiples
Recognize a number may have several
different factorizations
Use different strategies for finding the
prime factorization of a number
Recognize primes as the building blocks
of whole numbers
Connected Mathematics Project
Mathematics in
Investigations
Phone: 425-385-4062
Fax: 425-385-4092
Email: mstine@everett.wednet.edu