Factors 3

Prerequisite Knowledge Required

• Multiply 2A – Multiplying Whole Numbers.
• Divide 2A – Simple Division Facts.
• Factors 2 – Understanding What a Factor Means.
• Understanding that multiplication and division are inverse operations.
• Recognising that a factor divides a number exactly with no remainder.
• Ability to identify numbers up to 10 and recall basic times tables.

Main Category

Number Sense / Factors & Multiples

Estimated Completion Time

Approx. 8–10 seconds per question (7 screens total). Total Time: 2–3 minutes.

Cognitive Load / Step Size

Low to Moderate — each question isolates one simple check (e.g., “Is 3 a factor?”), minimising cognitive demand and allowing learners to construct the concept of divisibility incrementally. The repetition strengthens understanding through pattern and feedback.

Language & Literacy Demand

Low — short, repetitive phrasing (“Is 3 a factor?”) maintains accessibility for all learners. The simplicity of structure ensures attention remains on mathematical reasoning rather than reading effort.

Clarity & Design

• Central layout featuring the target number (7) in large type.
• Candidate numbers highlighted in purple for easy tracking.
• Yes/No options presented clearly with instant feedback.
• Animated writing reinforces cognitive connection between thinking and result.

Curriculum Alignment

Irish Junior Cycle Mathematics:

• Strand 1 – Number
• Substrand – Operations and Relationships
• Strand Unit – Factors and Multiples
• Learning Outcomes:
• Identify all factors of a given whole number.
• Recognise that a factor divides a number exactly (no remainder).
• Distinguish between prime and composite numbers.

Engagement & Motivation

High — the clear Yes/No structure creates an interactive, game-like experience. Learners get immediate feedback, building confidence and encouraging curiosity about patterns in numbers.

Error Opportunities & Misconceptions

• Assuming any smaller number must be a factor.
• Confusing factors with multiples.
• Omitting 1 or the number itself as factors.
• Believing near divisions (e.g., 7 ÷ 3 ≈ 2.3) count as factors.

Each screen corrects misconceptions immediately, reinforcing the rule that factors must divide evenly with no remainder.

Transferability / Real-World Anchoring

Moderate — understanding factors supports future work in division, fractions, ratios, area, and algebra. It builds strong number reasoning essential for later problem-solving.

Conceptual vs Procedural Balance

Conceptual — the focus is on reasoning and divisibility testing, not rote procedure. Learners actively discover the meaning of factors through example and guided feedback.

Learning Objectives Addressed

• List all factors of 7.
• Test whether a number is a factor by checking divisibility.
• Identify that 7 is a prime number.
• Develop reasoning habits around factors and divisibility patterns.

What Your Score Says About You

• Less than 5: You may still be mixing up factors and multiples — review that factors divide evenly.
• 6–7: You’re correctly identifying most factors — great work! Keep checking divisibility carefully.
• 8–9: Strong understanding of factors and divisibility patterns.
• 10 / 10: Excellent! You understand factors and can now instantly recognise prime numbers like 7.