Class: Primary 3
Term: 2nd Term
Week: 2
Age: 8 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Previous Lesson: Division of Whole Numbers Not.
Topic: Division
Subject Matter: Factors of whole numbers not exceeding 100

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define factors of whole numbers.
Identify factors of given numbers not exceeding 100.

Affective Domain:

Appreciate the importance of factors in mathematics.
Show interest in finding factors of numbers.

Psychomotor Domain:

Demonstrate division by grouping using bottle tops.
Find factors of whole numbers not exceeding 100.
Express numbers as products of factors.

Work collaboratively in groups to find factors.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
New General Mathematics for Primary Schools 3

Instructional Materials

The teacher will teach this lesson with the aid of:

Bottle tops (or other small counters)
Chart showing examples of division and factors
Whiteboard and markers

Rationale for the Lesson

This lesson helps pupils understand how numbers can be broken down into their fundamental parts. Understanding factors is important for later topics in mathematics such as multiplication, division, fractions, and algebra, and it improves problem-solving skills.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of basic multiplication and division concepts.

Lesson Content/Board Summary

Division

Factors of Whole Numbers

A factor is a number that divides another number exactly without leaving a remainder.

How to Find Factors by Grouping

To find the factors of a number, we can divide it by other numbers. If there is no remainder, the divisor is a factor.

Example 1: Find factors of 12.

12 ÷ 1 = 12 (1 is a factor of 12)
12 ÷ 2 = 6 (2 is a factor of 12)
12 ÷ 3 = 4 (3 is a factor of 12)
12 ÷ 4 = 3 (4 is a factor of 12)
12 ÷ 6 = 2 (6 is a factor of 12)
12 ÷ 12 = 1 (12 is a factor of 12)

The factors of 12 are 1, 2, 3, 4, 6, and 12.

Example 2: Find factors of 20.

20 ÷ 1 = 20 (1 is a factor of 20)
20 ÷ 2 = 10 (2 is a factor of 20)
20 ÷ 4 = 5 (4 is a factor of 20)
20 ÷ 5 = 4 (5 is a factor of 20)
20 ÷ 10 = 2 (10 is a factor of 20)
20 ÷ 20 = 1 (20 is a factor of 20)

The factors of 20 are 1, 2, 4, 5, 10, and 20.

Expressing Numbers as Products of Factors

We can write a number as a multiplication of its factors.

Example 1: Express 18 as a product of two factors.

18 = 1 x 18
18 = 2 x 9
18 = 3 x 6

Example 2: Express 24 as a product of two factors.

24 = 1 x 24
24 = 2 x 12
24 = 3 x 8
24 = 4 x 6

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson, and asks pupils simple division questions to activate their prior knowledge. The teacher then introduces the topic of factors.
Pupils’ Activity: Pupils respond to greetings and answer review questions. They listen attentively to the introduction of the new topic.
Learning Point: Pupils recall previous knowledge and are prepared for the new lesson.

Step 2: Explanation of Factors and Demonstration

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what a factor is, stating that it is a number that divides another number exactly without a remainder. The teacher uses bottle tops to demonstrate finding factors of a small number, e.g., 10, by grouping them into equal sets (e.g., 2 groups of 5, 5 groups of 2).
Pupils’ Activity: Pupils listen to the explanation and observe the teacher’s demonstration with the bottle tops.
Learning Point: Pupils understand the definition of factors and how to find them through grouping.

Step 3: Guided Practice for Finding Factors

Time: 8 minutes
Teaching Skill: Guiding/Coaching
Teacher’s Activity: The teacher guides pupils to find factors of another number, e.g., 15, using bottle tops and by writing down the division steps on the board. The teacher asks questions to ensure understanding.
Pupils’ Activity: Pupils participate in finding the factors of 15, using their own bottle tops or by observing, and answer the teacher’s questions.
Learning Point: Pupils practice finding factors with teacher support.

Step 4: Group Activity – Finding Factors

Time: 8 minutes
Teaching Skill: Collaboration/Facilitation
Teacher’s Activity: The teacher divides pupils into small groups and provides each group with bottle tops. The teacher assigns different numbers (e.g., 16, 24, 30) for groups to find their factors, ensuring numbers do not exceed 100.
Pupils’ Activity: Pupils work in their groups to use bottle tops to find factors of the assigned numbers and record their findings.
Learning Point: Pupils apply their knowledge to find factors collaboratively.

Step 5: Introduction to Expressing Numbers as Products of Factors

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains that numbers can also be written as a multiplication of their factors. The teacher provides examples like 18 = 2 x 9 or 18 = 3 x 6.
Pupils’ Activity: Pupils listen and copy the examples from the board into their notebooks.
Learning Point: Pupils learn how to express numbers as products of their factors.

Step 6: Practice Expressing Numbers as Products of Factors

Time: 4 minutes
Teaching Skill: Questioning/Practice
Teacher’s Activity: The teacher gives pupils a few numbers (e.g., 20, 28) and asks them to express them as products of two factors. The teacher goes round to check their work.
Pupils’ Activity: Pupils attempt to express the given numbers as products of factors in their notebooks.
Learning Point: Pupils practice expressing numbers as products of factors.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is a factor of a whole number?
List two factors of 10.
Find all the factors of 20.
Express 15 as a product of two factors in two different ways.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarizing
Teacher’s Activity: The teacher summarizes the lesson by reiterating that factors are numbers that divide another number exactly. The teacher assigns homework: find all factors of 36 and 40.
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and apply it in homework.

Home Task: Solve three new exercises on Division. Show each step and check each answer.

Lesson Keywords

Factor – A number that divides another number exactly without a remainder.
Division – The process of sharing a number into equal parts.
Grouping – Arranging items into equal sets.
Whole number – A number without fractions or decimals.

Differentiation

For struggling learners, the teacher will provide more one-on-one guidance during the grouping activity and use smaller numbers. For advanced learners, the teacher will challenge them to find factors of slightly larger numbers or to explore common factors between two numbers.

Note for teachers using this lesson plan

Ensure a sufficient number of bottle tops or counters are available for each group. Encourage pupils to verbalize their thought process when finding factors. Emphasize that 1 and the number itself are always factors.