📊Lesson 5.5 Outline- Multiples of Single-Digit Numbers Pt. 2

Standards:

4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Objectives:

Math Objective: I can use a number line and a multiplication chart to find multiples of a one-digit number.

Language Objective: I can discuss the patterns I see in multiples of 4,6,8 and 9.

Vertical Alignment:

3.OA.7 Fluently multiply and divide.

Notes:

Lesson Outline:

This lesson suggests a lot of student discussion, working in pairs or groups, and modeling by the teacher. This lesson would be best done in person. See Advantage Math complete outline for details.

🚀Launch

Students are asked to model the following problem using a number line.

5.5 launch 1.PNG

After students work on this problem, discuss different student answers as well as reasons that a number line is useful for this problem.

Teacher should explain that, when using a number line to find multiples, the number of multiples represents the number of jumps, and the number being multiplied represents the length of each jump. Always begin the first jump on zero. Zero is always the first multiple of any number; however, depending on the context of the problem, zero may not necessarily be an answer to the problem, just as it would be unreasonable to say that Jamal rode his bike for an infinite number of miles.

🤔Explore A

Distribute the Multiples of 4, 6, 8, and 9 in-class activity page and invite students to use the number line along the side of the page to find multiples of 6.

Insert multiples papers.

Explain that a multiplication chart can be used to find multiples of a given number. By choosing a number on the top row and then going down the adjoining column, the multiples of that number are listed up to ten times the given number, with the number of multiples in the fact on the far left column of the chart.

Students will then practice finding multiples for 9 using a multiplication chart.

🤔Explore B

Model for students the thinking required to write a list of multiples of the number 8, using known multiplication facts, repeated addition, or counting by eights.

Students will practice writing the multiples similar to this: 0 × 8 = 0, zero multiples of 8 is 0.

💬Discuss

Discuss using repeated addition and subtraction here. There are some examples of problems to use in Advantage Math.

Instruct students to work either in pairs or in small groups to complete the Multiples of 4, 6, 8, and 9 in-class activity page. Students will color in the multiples of the number in each hundred chart’s title (4, 6, 8, and 9). Encourage them to look for patterns as they work. Discuss as a class, what patterns they notice.

Students just list out the multiples they found to help them solve this problem. 5.5 quilt 2.PNG

✅Exit Ticket

Students solve this problem and then reflect on their learning.

5.5 exit ticket 2.PNG

Additional Resources:

Student Resource #1: Crazy Taxi- Multiples to 12 Links to an external site.

Student Resource #2: Multi-Multiples Game Links to an external site.

Student Resource #3: LearnZillion Find Multiples by using a number line Links to an external site.

Differentiation:

Challenge: For students who need a challenge, invite them to write their own real-world word problems involving multiples of numbers in the solution path.

Struggling: Allow students who are struggling with the more abstract number line and multiplication table to continue using cuisenaire rods, counters, or other hands-on or virtual manipulatives.