Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Recognise multiples of a number
Number sense
CCSS 4.OA.B.4England: Y5 Multiplication and division
Objective and success criteria
Students will: Recognise multiples of a number.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Find factor pairs of a number
Leads to: Common multiples and the lowest common multiple
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Find factor pairs of a number). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 6 × __ = 42. Complete the factor pair. → 7Prompt: What do you multiply 6 by to get 42?
- How many factors does 18 have? (Count 1 and 18 too.) → 6Prompt: List factor pairs: 1 × ?, 2 × ?, 3 × ? …
- Sam is arranging 36 photos in a rectangle with no gaps. Which layout works? (2 × 18 / 3 × 18 / 2 × 19 / 18 × 3) → 2 × 18Prompt: Rows × columns must equal 36.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Recognise multiples of a number. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which is a multiple of 8?
- Step 1: 8 × 14 = 112
- Step 2: 112
- Answer: 112
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which is a multiple of 3? (46 / 47 / 43 / 45) → 45Prompt: A multiple of 3 is in the 3 times table (or beyond it).
- How many multiples of 7 are there from 1 to 70? → 10Prompt: What is the biggest multiple of 7 that is not more than 70?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which is a multiple of 10? (69 / 58 / 61 / 60) → 60Prompt: A multiple of 10 is in the 10 times table (or beyond it).
- Tariq says 43 is a multiple of 3. True or false? (true / false) → falsePrompt: Divide 43 by 3.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Find factor pairs of a number.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Common multiples and the lowest common multiple.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder