Examples of what pupils should know and be able to do
- FTM(P)Y456 p. 19 - Acrobat pdf document (35Kb)
- Buttons question - Rtf (rich text format) document (741Kb)
Probing questions
How would you work out whether a number was a multiple of 7?
How could you use the multiples of 4 to work out the multiples of 8?
What if pupils find this a barrier?
Refer back to Step 2 and help pupils to link multiples of 6 with multiples of 3, multiples of 8 with multiples of 4.
Practise counting on and back in 6s, 7s, 8s and 9s, using a counting stick.
On a Venn diagram, place ‘multiples of 2’, ‘multiples of 3’ and ‘multiples of both 2 and 3’. Ask pupils what they notice about the numbers that are multiples of both 2 and 3.
Encourage pupils to make connections between multiples and their knowledge of multiplication tables.
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