Lesson: List Multiples of Number
Lesson Objective
Lesson Plan
Standard 

6.NSO.N6 – Apply Number Theory Concepts including prime and composite numbers, prime factorization, greatest common factor, least common multiple, and divisibility rules for 2, 3, 4, 5, 6, 9, and 10.


Aim/Objective:

Key Points


SWBAT define multiples. SWBAT list multiples of any given number 
· Multiples are numbers that are said when you count by a number · Multiples are found by taking the product of any counting number and that whole number · Multiples multiply 

Assessment:


Worksheet: Multiples Part I – Listing Multiples
1.) List the first 9 multiples of 7
______, ______, ______, ______, ______, ______, ______, ______, ______
2.) List the first 9 multiples of 12
______, ______, ______, ______, ______, ______, ______, ______, ______
3.) List the first 9 multiples of 6
______, ______, ______, ______, ______, ______, ______, ______, ______
Part II – Identify Multiples
1.) Circle all of the multiples of 4.
2.) Circle all the multiples of 3.
3.) Circle all the multiples of 5.
Part III – Fill in the missing multiple
1.) 12, 24, 36, _____, 60, 72
2.) … 33, ____, 55, 66, 77
3.) … 26, 39, 52 , 65, _____


Lesson


Warm Up:
o Complete the patterns: o 3, 6, 9, ___, 15, 18 o 11, ___, 33, 44, 55, 66, ___ o 24, 48, ___, 96, ___
Opening: ·
Intro/Direct Instruction:
· The past couple days we have been focusing on division and factoring. Today we are going to flip it and focus on Multiples. Many students tend to get confused between multiples and factors so we are going to take special care today to think of ways to help us remember the difference between factors and multiples. Define multiples for students – student take notes. One way to distinguish between the two is small chant – when I say “Multiple” you say “MULTIPLY” Multiples MULTIPLY … When I say factors – FRIENDS… Another way to think of multiples is to think of multiplying or “rolling” our numbers. · Practice multiples/rolling numbers chants: Multiplication Chants: o 3s: Jingle Bells o 4s: Old McDonald o 6s: Deck the Halls o 7s: She’ll be coming Around the Mountain o 8s: Row Your Boat o 9s: Happy Birthday Model finding the nth multiple of a number (related to multiplication n x number) Model listing or identifying multiples of numbers Guided Practice
o Teach students the “Product Game” o Ask students how this game shows multiples. (If I put my paper clips on 3 and 4 and then place my marker on 12, how does this relate to multiples? Can someone make a sentence with using the word multiple and using the numbers 3 and 4?) § Today we are going to learn a new game. I’ll begin as Player A and place a paper clip on one of the factors along the bottom row.
§ Now as Player B place the second paper clip on one of the factors (you can choose the same one that I chose). Multiply the two factors together and circle the product on the game board.
§ Now I will move one of the paper clips and circle my new product on the game board.
§ Its your turn to move one of the paper clips and circle the product. The goal of the game is to get four circles in a row.
o
Independent Practice
o Students will practice playing the product game several times in pairs Closing
· Discussion based on the games played: 1. Which player has the advantage? Player B gets the first product
2. Why is there no 11 on the board? It’s not a multiple of any of the given numbers
3. Why is 63 on the board? Because 7 and 9 are both factors or because 63 is a multiple of 7 and a multiple of 9
4. Which products can be obtained in more than one way? 4, 6, 8, 9, 12, 16, 18 , 24
5. Is every product possible on the board? Yes
·

Lesson Resources
distinguish between multiples factors 
3,733

Notes Multiples 
1,828

Notes distinguish factors multiples 
1,390

mulitples 
2,234

HW Multiples 
1,666

Product Game 
14322
