Mastering Multiples

Lesson 2 of 6: Understanding Multiples

---

Year Level

Year 5

Duration

60 minutes

Class Size

22 students

---

Curriculum Alignment

Western Australian Curriculum:

• Mathematics
• Content Descriptor: AC9M4A02 - Recall and demonstrate proficiency with multiplication facts to develop efficient mental strategies
• Content Descriptor: AC9M5A01 - Recognise and explain connection between multiplication and division, develop families of number facts

This lesson particularly reinforces foundational knowledge of multiples through skip counting and number lines, supporting mental strategies and understanding of multiplication facts which link to multiplication/division number families.

---

Learning Objectives (WALT)

We Are Learning To:

• Identify multiples of given whole numbers.
• List the first ten multiples of various whole numbers.
• Use skip counting and number lines to understand how multiples are generated.

---

Success Criteria

Students will be able to:

• Correctly list at least the first ten multiples of any number from a provided list.
• Use skip counting aloud or on paper to find multiples.
• Represent multiples visually on a number line and explain their findings.
• Understand the link between repeated addition (skip counting) and multiplication.

---

Lesson Breakdown

1. Introduction & Engagement (10 minutes)

• Start with a quick mental warm-up: Ask students to quickly recite multiples of 2, 5, and 10 they already know.
• Introduce the term "multiples" and relate it to real-world scenarios, e.g., counting groups of objects (e.g., 3 apples in each basket).
• Show a short class story or rap/song about multiples (engaging, rhythmic, aids memorisation and inclusiveness).

Dyslexia-friendly note: Use large, clear fonts and coloured index cards for numbers to support visual learners with reading needs.

---

2. Teaching Activity Part 1: Skip Counting as a Strategy (15 minutes)

• Model skip counting using a familiar number (e.g., 4): 4, 8, 12, ... up to 40. Use fingers, claps, or a hand drum to create rhythm.
• Use whole class participation for skip counting sequences starting from numbers like 3, 6, 7.
• Show the relationship between skip counting and multiplication (e.g., 4 × 1 = 4, 4 × 2 = 8...)

Differentiation:

• Support students needing help by pairing them with a peer for counting games.
• More advanced learners explore skip counting starting from numbers other than zero, e.g., multiples of 7 starting at 14.

---

3. Teaching Activity Part 2: Using a Number Line (15 minutes)

• Demonstrate on a large number line on the whiteboard how multiples can be found by 'hopping' equal intervals.
• Provide students with printed number lines (0-100) to mark and colour the first ten multiples of given numbers (e.g., 3, 5, 9).
• Students work in pairs to physically jump on floor number lines marked with masking tape to visually count multiples.

Extension:

• Challenge able students to predict and explain patterns in the final digits of multiples of 5 and 10.
• Older or advanced students might be asked to investigate what happens when multiples of 4 and 6 overlap (lead into Least Common Multiple concept lightly).

---

4. Consolidation and Practice (15 minutes)

• Hand out a worksheet with varied numbers asking students to list first ten multiples and mark them on small number lines.
• Include a few simple word problems that ask for identifying multiples in context (e.g., "If a bus leaves every 7 minutes, what times will the bus leave within an hour?").
• Circulate to support, prompt reasoning, and encourage explanations among students.

---

5. Assessment & Reflection (5 minutes)

• Conduct a quick oral quiz: call out a number, students shout out the first 3 multiples.
• Whole class discussion: What helps you remember multiples? How is skip counting connected to multiplication?
• Use thumbs up/down for students to reflect on their confidence with multiples.

---

Differentiation Strategies

• For learners needing support:

  • Use visual supports: coloured number lines, counters, and real objects for skip counting.
  • Pair with a 'multiples buddy' for guided practice.
  • Allow them to use a calculator to verify multiples after manual attempt.

• For advanced learners:

  • Introduce exploration of prime numbers and their multiples.
  • Challenge to find multiples beyond the 10th one or skip count backwards.
  • Investigate patterns in multiples with digital apps or programming games.

• Dyslexia-friendly reading options:

  • Present instructions orally and in writing using dyslexia-friendly fonts (e.g., OpenDyslexic).
  • Use multisensory instructions: speaking, writing, and movement (clapping or hopping).
  • Provide printed materials on pastel-coloured paper to reduce visual stress.

---

Resources Needed

• Whiteboard and markers
• Printed number lines (0–100) for each student
• Counters or blocks for skip counting demonstrations
• Worksheets on multiples and number lines
• Masking tape for floor number line
• Audio player for multiples rap/song (optional)

---

Cross-Curriculum Connections

• Literacy: Reading and responding to word problems.
• Digital Technologies: Use digital tools (if available) to explore multiples and patterns further.
• First Nations Australian Perspectives: Incorporate recognition of counting traditions such as body-tallying methods for skip counting and grouping.

---

This lesson plan is designed to build strong conceptual and procedural understanding of multiples using culturally responsive, multisensory, and differentiated teaching aligned to Western Australian Curriculum standards for Year 5 Mathematics . It advances students’ numeracy fluency and supports learners of diverse needs with engaging, hands-on activities.