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Identify multiples for a whole number (e.g., The multiples of 2 are 2, 4, 6, 8, 10…).
Clarifications:

Essential Understandings

Concrete:

  • Use manipulatives to create repeated sets of a single digit number.
  • Skip count or count on to label each set.
Representation:
  • Understand the following concepts and vocabulary: single digit, whole number, multiples.
  • Identify multiples of whole numbers using a hundreds chart with markers.

Access Point #: MAFS.4.OA.2.AP.4a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.4.OA.2.4: Investigate factors and multiples.

    1. Find all factor pairs for a whole number in the range 1–100.
    2. 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.
    3. Determine whether a given whole number in the range 1–100 is prime or composite.
Access Point Information
Number:
MAFS.4.OA.2.AP.4a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Gain familiarity with factors and multiples. (Supporting Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • Grade Four Mathematics (#5012060): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 4 (#7712050): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Grade 3 Accelerated Mathematics (#5012055): In grade 3 accelerated, instructional time will emphasize five areas: (1) extending understanding of place value in multi-digit whole numbers; (2) adding and subtracting multi-digit whole numbers, including using a standard algorithm; (3) building an understanding of multiplication and division, the relationship between them and the connection to area of rectangles; (4) developing an understanding of fractions and (5) extending geometric reasoning to lines, angles and attributes of quadrilaterals.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.