MA.4.A.6.4Archived Standard

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Determine factors and multiples for specified whole numbers.

Remarks

Multiples and factors should be explored as students determine common denominators for fractions.

 

Use models to identify square numbers to 100.

 

Example: You have 28 chairs. Show all of the ways you can arrange these chairs into arrays. Draw the arrays. Record the dimensions of the arrays.

General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 4
Body of Knowledge: Algebra
Idea: Level 2: Basic Application of Skills & Concepts
Supporting Idea: Number and Operations - Number and Operations
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • Clarification :
    Students will determine factors and/or multiples for whole numbers.
  • Content Limits :
    Items may use the vocabulary terms factors and multiples.

    The number being factored must be less than or equal to 100.

    When multiples are assessed, the multiple number must be 1–12, 25, 50, or 100.

    Items will not include the use of factor trees or prime factorization.
  • Stimulus Attributes :
    Items may be set in either a real-world or a mathematical context.
Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: Megan’s father won first place in a bicycle race. The race was divided into equal sections, each measuring exactly 7 miles in length. Which number could be the total number of miles of the race?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

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