Lesson: List Multiples of Number

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Lesson Objective

SWBAT list multiples of a given number

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.

 

44

1

48

16

27

8

2

35

14

93

 

 

2.)     Circle all the multiples of 3. 

 

2

96

23

46

27

1

78

85

9

39

 

 

3.)     Circle all the multiples of 5. 

 

15

2

26

33

12

35

80

14

20

78

 

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  
3,649
Notes Multiples  
1,804
Notes distinguish factors multiples  
1,376
mulitples  
2,214
HW Multiples  
1,645
Product Game
14102

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