After kids learn curriculum then dives into factors and multiples. , a typical
Factors are what numbers can be multiplied together to so that they make another (e.g., 1, 2, 3, and 6 are factors of 6). Multiples are what you get after multiplying a by an integer (e.g., 20 is a multiple of 4).
Both are important to learn at this age because concepts such as least common multiples (LCM), greatest common factors (GCF), and equations with fractions are just around the corner.
If your child is starting to struggle when it comes to understanding factors and multiples, then it may be time to get them some help!
Here are 5 tricks you can try with your if he or she needs to conquer factors and multiples:
Skip counting is simply adding the same over and over to get the desired result. This is a fundamental and foundational skill to have mastered to understand multiples.
For example, if you were multiplying 4×6, you might add 4+4+4+4+4+4 (that’s 6 times; kids might keep track on their fingers) to get the answer.
As you skip count, you also are identifying multiples – it’s an effective way to learn and remember them!
(Looking for some resources to practice skip counting? A is a great way to provide practice! Thinkster ‘s world-class curriculum includes Skip Counting. A Thinkster tutor can provide access to these so that your get develop stronger proficiency in this fundamental skill.
This is a you can play in the car when you are stuck in traffic.
Give your child a two- and ask him or her to list all the factors as quickly as possible. This might be a challenge without pencil and paper (and don’t expect perfection every time), but it does get kids thinking about factors on the spot. You can try this game at home by using two 10-sided dice to generate a up to 100 from which to derive factors.
One method kids can use to visually figure out factors is a T-chart. Draw a capital T, and write the above it. On the left side of the T will be the smaller factors; on the right will be the larger ones. Factor pairs will be directly across from each other. Let’s use 20 as an example. On the left side will be 1, 2, 4; on the right will be 20, 10, 5. Any factor that’s a square (such as 4 for 16) can be written on both sides.
Another way to derive factors is to create a rainbow chart.
Let’s go back to our example of 20. Write the factors across: 1, 2, 4, 5, 10, 20. Then draw a curved line from the 1 to the 20, from the 2 to the 10, and from the 4 to the 5. The result should look like a rainbow, and it’s a good way to remember that the larger and smaller the factors, the higher the line will climb.
Three good tips with this method: 1 will always be the first factor, the itself will be the last factor, and if the is even, 2 will be the second factor.
Challenge your help as well as for concepts, such as GCFs and prime numbers, that they will eventually be taught. to use either T-charts or rainbows to create a factor notebook. Instruct him or her to figure out the factors for every to 100. This will be less of a cheat sheet (after all, your kids still will need to derive factors on the fly) and more of a reference guide that will come in handy for
driving your child crazy? (We have some hacks for those!)
Or, is it , multi digit , , or ?
can be challenging for many students. The curriculum takes all basic learned to this point and requires mastery in them as shifting to higher-level concepts. (Hello, tricky !). Crucial skills are developed, as your child continues to build the skills needed for pre- and .
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