Math // Multiplication & Division
Factors, multiples, and primes
Find all factor pairs for a whole number in the range 1–100; identify common factors and common multiples of two numbers; use these concepts to solve problems
Quick check
Can the learner list all the factor pairs for a number like 36 — (1, 36), (2, 18), (3, 12), (4, 9), (6, 6) — and find factors that two numbers share?
Ask this to see whether the topic is secure.
Topic // Mastery
What mastery looks like
- List all factor pairs of 36: (1,36), (2,18), (3,12), (4,9), (6,6)
- State the first five multiples of 7
- Find the common factors of 24 and 36
- Find all common factors of 36 and 48
- Identify the first three common multiples of 6 and 8
- Determine whether a given number (e.g. 97) is prime and justify the reasoning
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
2 topics- All times tables to 12×12Required
Multiplication & Division // Ages 8 to 9
Tables to 12×12 fluency is prerequisite to finding factor pairs up to 100
- Factor Pairs & CommutativityRequired
Multiplication & Division // Ages 8 to 9
Recognising factor pairs at Y4 is prerequisite to systematically finding all factor pairs
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Factors, multiples, and primes
Ages 9 to 11 // Concept
Leads to
6 topicsMultiplication & Division // Ages 9 to 10
Factor/multiple knowledge is prerequisite to solving problems with them
- Prime numbersRequired
Multiplication & Division // Ages 9 to 10
Must find factor pairs before reasoning about which numbers have exactly 2 factors (primes)
- Simplifying FractionsRequired
Fractions // Ages 10 to 11
Using common factors/multiples requires knowledge of common factors and multiples
Multiplication & Division // Ages 11 to 12
HCF/LCM/prime factorisation extends Y5-6 factor pairs and common factors/multiples
- Ratio NotationRequired
Ratio & Proportion // Ages 11 to 12
Simplifying ratios requires finding common factors — extends KS2 factor pairs and common factors
Mathematical Thinking // Ages 9 to 10
Factor pairs as structural tool for simplifying multiplication
Topic // Research-informed
Teaching notes
From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.
The approach
For ages 9–11, build the interlocking ideas of factors (numbers that divide into a whole), multiples (a number's times table), and what two numbers share in common (common factors and common multiples). Learners search factor pairs systematically (pairing 1,2,3… and stopping near the square root), sharply distinguish factor from multiple, and treat 'common' as the overlap of two sets. Work is grounded in problems and linked downstream to simplifying fractions, finding common denominators, and later HCF/LCM and ratio. A manipulable sets-and-overlap tool is proposed as the core builder, with a two-tier probe and a static reference/quiz as complementary assessment and scaffolds.
Common misconceptions
- Confusing factors with multiples (factor of 12 vs multiple of 12).
- Missing factor pairs through unsystematic searching, especially middle ones and the number itself/1.
- Thinking there is a 'largest multiple' or a 'smallest factor other than 1' confusion.
- Treating 'common' loosely rather than as shared between BOTH numbers.
- Forgetting 1 is a common factor of every pair, or that the numbers themselves are factors.
Useful representations
- Rectangle/array — factors as side lengths (factor rainbow for completeness)
- Number line / multiplication-grid rows — multiples as skip-count hops
- Two-set overlap / Venn diagram — common factors and common multiples
- Factor and multiple lists side by side to spot the intersection
Teaching practices
- Search factor pairs systematically (1,2,3… pairing each), stopping at the square root, using commutativity to know the set is complete.
- Sharply distinguish factors (divide into the number; finite; rectangle side-lengths) from multiples (times table; infinite; number-line hops).
- Represent common factors/multiples as the OVERLAP of two sets (two lists or a Venn diagram) so 'common' means shared.
- Ground the work in problems — arranging rows, coinciding events (common multiples), sharing into equal groups (common factors) — not just listing.
- Explicitly link to downstream use: common factors simplify fractions; common multiples give common denominators; both feed HCF/LCM and ratio.
Activities to try
- 1
Factors-and-multiples explorer (three linked modes)
Why it works: 'Common' literally means the overlap of two sets; completeness of a factor list comes from systematic pairing around the square root; and the first common multiple is the first place two skip-counts collide. Factors are finite and divide into a number (rectangle side-lengths), while multiples are infinite times-table hops.
- Factor mode: for a chosen number N (e.g. 36), form every possible rectangle (array) of N counters and log each pair of side-lengths as a factor pair on a factor rainbow — e.g. (1,36), (2,18), (3,12), (4,9), (6,6).
- Explain how you know you have found them all: pairs are logged from the outside in, and once you reach the square root the pairs repeat, so the set is complete.
- Multiple mode: set one number line to skip-count in 7 and read off the first five multiples (7,14,21,28,35); then set two adjustable number lines to skip-count in 6 and 8, watch where the hops coincide, and record the first THREE common multiples (24, 48, 72) — the first collision is at 24.
- Common mode: set two numbers (e.g. 24 and 36), pour each factor list into a two-set Venn diagram, slide the shared factors into the overlap, and identify the largest shared factor (12) as the highest common factor; then repeat with 36 and 48 (shared factors 1,2,3,4,6,12, highest common factor 12).
- State in words what 'common' means here: a factor or multiple shared by BOTH numbers — the intersection of the two sets.
- 2
Factor detective: prove the list is complete
Why it works: Systematic searching plus the square-root stopping point guarantees a complete factor list, and 'common' must be justified as membership in both sets.
- For a given number, argue aloud or in writing that no factor has been missed: test divisibility in order (1, 2, 3, …) and pair each factor with its partner.
- Justify why you can stop checking near the square root: if N = a×b, one of a or b is at most √N, so any larger factor has already appeared as a partner.
- Identify what two chosen numbers share and defend your answer: which factors (and which early multiples) belong to BOTH?
- 3
Is it prime? Decide and justify the stopping point
Why it works: Primeness is about the NUMBER of factors, not about being odd; factor-pairing around the square root tells you when it is safe to stop checking.
- Decide whether a given number (e.g. 97) is prime.
- Test divisibility only by primes up to the square root (for 97: 2, 3, 5, 7, since √97 ≈ 9.8) and record the results.
- Explain WHY you can stop at about 10: beyond √97 any factor would pair with one already checked.
- Conclude using the definition: a prime has exactly two distinct factors (1 and itself); 1 is neither prime nor composite because it has only one factor.
Topic // Standards
Curriculum standards
- Common Core State Standards for Mathematics
- 4.OA.4
- The national curriculum in England: Key stages 1 and 2 framework document
- Ma5/2.3aMa6/2.2e
Math // Multiplication & Division
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