Math lesson plan · 4th grade (Year 5 in England) · 60 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 · 6 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.
- 5 × __ = 45. Complete the factor pair. → 9Prompt: What do you multiply 5 by to get 45?
- How many factors does 48 have? (Count 1 and 48 too.) → 10Prompt: List factor pairs: 1 × ?, 2 × ?, 3 × ? …
- Hiro is arranging 40 photos in a rectangle with no gaps. Which layout works? (4 × 11 / 5 × 10 / 20 × 3 / 4 × 10) → 4 × 10Prompt: Rows × columns must equal 40.
Hook · 6 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 · 12 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 · 12 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 8? (88 / 89 / 95 / 86) → 88Prompt: A multiple of 8 is in the 8 times table (or beyond it).
- How many multiples of 5 are there from 1 to 77? → 15Prompt: What is the biggest multiple of 5 that is not more than 77?
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Priya says 105 is a multiple of 5. True or false? (true / false) → truePrompt: Divide 105 by 5.
- Which is a multiple of 10? (141 / 138 / 140 / 149) → 140Prompt: A multiple of 10 is in the 10 times table (or beyond it).
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