Grade 6 - Number Concepts Links
3. Demonstrate an
understanding of factors and multiples by:
• determining multiples
and factors of numbers less than 100
• identifying prime and
• solving problems using
multiples and factors.
Identify multiples for a given number, and explain the strategy used to
1. http://nrich.maths.org/public/viewer.php?obj_id=5468 - This
is a game for two players. You will need a 100 square which you can download here
or you can use the interactivity below. The first player chooses a positive even
number that is less than 50, and crosses it out on
the grid. The second player chooses a number to cross out. The number must be a
factor or multiple of the first number. Players continue to take it in turns to
cross out numbers, at each stage choosing a number that is a factor or multiple
of the number just crossed out by the other player.
play the interactive, alternatively, click on a number in the left hand grid and
it will transport to the earliest empty location in the right hand grid. You can
rearrange the numbers in the right hand grid by dragging and dropping them in
position. The integer in the top right hand corner grows with the number of
factors/multiples you have in a row.
- Using the arrow key, land on a multiple of the listed number.
Click the space bar to eat the number.
Eat up all the multiples before the ghost eats you!
Determine all the whole number factors
of a given number, using arrays.
by Side Factors
object of Side By Side is to rearrange the seven numbers shown above, so
that all the numbers which are not relatively prime are separated by one
or more other numbers. For example, since four and six have a common factor
(two), they cannot be placed next to one another. Likewise, if you have two
fives, they cannot be placed side by side because five is a common factor
of...well, five and five!
Click an arrow underneath a number to move that
number either left or right in the row. When you believe you have arranged the
numbers so no two side by side numbers have a common factor, click the
"Check Solution" button to find out if you have correctly solved the
4. http://www.shodor.org/interactivate/activities/FactorizeTwo/ - How
Do I Use This Activity:
This activity allows the
user to visually explore the concept of factors by creating rectangular arrays
on a grid whose area is equal to the product of the factors.
Controls and Output:
A number between 0 and 50
is randomly selected. The user can either determine the factors of that number,
randomly select another number by using the Get New # button, or specify
a number by inputting a number next to the UseThis # button and then
clicking the button.
Choose whether or not you
wish the applet to use the commutative property by either clicking on the
"Show Commutative property" or "Do not show Commutative
If you choose "Do
not show Commutative property" then you do not need to enter the expression
b x a if you've entered a x b.
If you choose "Show
Commutative property" then you need to enter both forms of the expression:
a x b and b x a.
Click and drag across the
grid to color a rectangle with the dimensions of a factorization whose area
(i.e. product) is equal to the number shown. The resulting rectangle must have
the same area as the product of the factors.
Identify the factors for a given number, and explain the strategy used;
e.g., concrete or visual representations, repeated division by prime numbers,
http://www.ixl.com/math/practice/grade-5-prime-factorization - students will determine the
prime factorization of a given number
http://www.mathgoodies.com/factors/factor_tree.asp - students will see a factor
tree and fill in the missing factors of the composite number into the factor
Turkeys – This is an interactive
game where you roast the correct turkey and learn about factors.
Students will be shown a group of turkeys.
Each turkey contains a number. You
will need to shoot the turkey that is NOT a factor of the composite number
- Have students select level one. Students
will be given a number and will need to find the factors of the numbers from a
set of numbers. This is good because
it tells the students how many factors they are looking for.
Lines xFactor 12 -
Aim and shoot the ball that will give you a product of 12 with the bullet ball.
You need to look at the amount your bullet is worth.
Shoot at a number when multiplied together will give you 12 or the target
number you pick.
- Player A chooses a number on the game board by clicking on it. The square
will be colored blue, as shown for 12. Player A receives 12 points
for this choice. Player B then
clicks on all the proper factors of Player A’s number. The proper
factors of a number are all the factors of that number, except the number
itself. For example, the proper factors of 12 are 1, 2, 3, 4, and 6.
Although 12 is also a factor of 12, it is not considered a proper
factor. All of the proper factors that Player B selects will be colored
green, as shown to the left. Player B will receive 1 + 2 + 3 + 4 + 6 = 16 points
for selecting all of the proper factors. Players
reverse roles. On the next turn, Player B colors a new number and gets that
many points, and Player A colors all the factors of the number that are not
already colored and receives the sum of those numbers in points. The
players take turns choosing numbers and coloring factors. If
a player chooses a number with no uncolored factors remaining, that player loses
a turn and does not get the points for the number selected. The
game ends when there are no numbers remaining with uncolored factors. The
player with the greater total when the game ends is the winner.
Sort a given set of numbers as prime
http://www.ixl.com/math/practice/grade-5-prime-and-composite-numbers - students are shown a number
and will determine if the number is prime or composite.
Demonstrate an understanding of integers, concretely, pictorially and
Place given integers on a number line, and explain how integers are
http://www.ixl.com/math/practice/grade-6-number-lines-with-integers - students will fill in an
integer that is missing from a given numberline.
Describe contexts in which integers
are used; e.g., on a thermometer.
http://www.ixl.com/math/practice/grade-6-understanding-integers - gives the students a
situation. Students need to
determine if this represents a positive or a negative integer.
Compare two integers; represent their
relationship using the symbols <, > and =; and verify the relationship,
using a number line.
http://www.ixl.com/math/practice/grade-6-compare-and-order-integers - using a numberline, students
will determine if an integer is greater than, less than or equal to another
Order given integers in ascending or
http://www.mathplayground.com/numberballs.html - click on start.
Place the integers balls in order either ascending or descending.
The computer will let the player know.
http://www.bbc.co.uk/skillswise/numbers/wholenumbers/whatarenumbers/negativenumbers/flash1.shtml - Students are shown a set of
numbers. Click on the number and
drag to place the integers in order. Click
on check to see if your responses are correct.
Copyright © 2015 Bringing Learning Alive
Advertise Here - Please contact us for pricing