Examples of what pupils should know and be able to do
Answer questions such as these readily.
Is 32 a multiple of 4?
What is the next multiple of 4 after 32?
- FTM(P)Y456 p. 18 - Acrobat pdf document (36Kb)
- Clocks TEST question - Rtf (rich text format) document (150Kb)
Probing questions
What is an easy way to recognise a multiple of two?
'All multiples of four are also multiples of two'. Is that true? Can you make a similar statement of your own that is also true? What is an easy way to recognise a multiple of 5?
How would you know if a number was a multiple of three or not?
What if pupils find this a barrier?
Use a counting stick to practise counting on and back in 2s, 3s, etc.
Pupils answer the register with a multiple of the number of the day within the week (1–5). Play the Fizz-Buzz game as a starter to a few lessons.
Chant multiplication tables but using the words 'the first multiple of 2 is 2, the second multiple of 2 is 4', etc. Make it harder by doing the same in reverse order.
Use Teaching mental calculation strategies to L5 Loop cards set 8 and set 9 - Acrobat pdf document (28Kb) to practise.
Use Number Grid ITP - Zip file (462Kb) to shade multiples and look at patterns.
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