Counting in Multiples

National Curriculum Reference

• Mathematics Programme of Study for Year 4 (Number – Number and Place Value)
• Pupils should: "Count in multiples of 6, 7, 9, 25 and 1,000."

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Learning Objectives

By the end of the lesson, pupils will:

• Recognise and count in multiples of 6 up to 120.
• Recall multiplication facts of 6 confidently and apply these in counting activities.
• Identify multiples of 6 within various number sequences.

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Success Criteria

I can:

• Count forwards and backwards in multiples of 6 fluently.
• Use the 6 times table to help me count efficiently.
• Spot whether a number is a multiple of 6 by using my knowledge of 2 and 3 times tables.
• Explain my thinking to others using mathematical language.

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Resources

• Number line (0 to 120) displayed visually in the classroom
• Whiteboards and pens for pupils
• Multiples of 6 flashcards
• Interactive counting songs or chants involving multiples of 6
• Small counters or cubes for hands-on activities
• Visual markers (e.g., stickers) for multiples of 6 on classroom walls

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Lesson Outline (45 minutes)

1. Introduction & Starter (10 mins)

National Curriculum Focus: Recall and use multiplication and division facts for the 6 times-table.

• Teacher input: Begin with a brief review of the 2 times and 3 times tables, highlighting how they relate to multiples of 6 (6 is a multiple of both 2 and 3). Use a number line displayed on the board.
• Choral response activity: Pupils count together in multiples of 6 up to 60, teacher models clearly with rhythmic claps to maintain engagement. The class repeats several times, gradually increasing speed and volume.
• AfL 1: Teacher asks random pupils to say multiples of 6 aloud to check understanding. Use mini whiteboards to write down multiples of 6 called out by the teacher.

2. Main Activity (20 mins)

National Curriculum Focus: Count in multiples of 6, use and understand multiplication facts.

• Activity 1:
  Pupils work in pairs with sets of counters to physically group objects into sets of 6, then count them aloud in multiples of 6. Use choral responses to reinforce counting aloud as a class.
• Activity 2:
  Flashcard game: Pupils are shown different numbers and must hold up a card saying "Multiple of 6" or "Not a multiple of 6". Discuss any misconceptions immediately.
• Activity 3:
  Pupils complete a blank multiples of 6 number line on their whiteboards from 0 to 120, filling in missing multiples. Review answers chorally as a class.
• AfL 2:
  Use targeted questioning to check individual reasoning:
  • "Explain why 36 is a multiple of 6."
  • "Is 55 a multiple of 6? How do you know?"

3. Plenary (10 mins)

National Curriculum Focus: Demonstrate knowledge of number patterns and multiples.

• Counting Song: Use a catchy, rhythmical multiples of 6 song that pupils perform standing up, incorporating claps, stomps, or snapping to maintain fun engagement.
• Success Criteria Reflection: Pupils self-assess their learning against the success criteria using thumbs up/down or a traffic light card system. Select pupils to explain why they gave themselves that rating using full sentences.
• Exit Ticket: Each pupil writes one multiple of 6 and one number that is NOT a multiple of 6 on mini whiteboards and holds it up to the teacher for quick formative assessment.

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Assessment for Learning (AfL) Summary

• Observation during choral counting for fluency and participation.
• Mini whiteboard checks for individual understanding during main activities.
• Questioning to probe deeper reasoning and misconceptions.
• Plenary exit ticket to quickly assess each pupil’s grasp on multiples of 6.

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Differentiation

• Support: Provide a multiplication grid for pupils who find recall difficult. Allow counting objects or number lines for additional visual clues.
• Challenge: Ask pupils to explore how multiples of 6 relate to multiples of 2 and 3, or to find the next three multiples beyond 120, justifying their answers.

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Links to Other Subjects / Cross-curricular Ideas

• Music: Incorporate rhythm and beat in songs counting by 6 to enhance memory through auditory learning.
• PE: Use movement patterns (e.g., six jumps, six steps) to reinforce multiples kinesthetically.

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This lesson plan meets the Programme of Study for Year 4 Number and Place Value through targeted activities that develop fluency with multiples of 6, embedding counting skills alongside reasoning and conceptual understanding. The use of choral responses and practical activities aims to engage all learners and support consolidated learning effectively.