Finding Multiples
Brian Roska
EdTech 506-4172
Dr. Yu-Chang Hsu
Summer 2012
Lesson Title: Finding Multiples
Grade Level / Subject Area: 6th Grade Mathematics
Time allotted for the lesson: 1 class period or 60-90 minutes
Lesson Description:
This lesson requires students to find factors of numbers, reviews multiplication facts, develop
understanding of the relationship between factors and multiples, and helps students recognize that
some products have more than one factor pair.
Core Standards met in this lesson:
This lesson covers the following Number System Standard for 6th grade as set forth by the Common Core
State Standards for Mathematics:
Compute fluently with multi-digit numbers and find common factors and multiples.
•
6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
Instructional Objectives:
• Develop understanding of factors and multiples and the relationships between them.
• Understand that some products are the result of more than one factor pair (for example, 18 = 9
x 2 and 18 = 6 x 3).
• Review multiplication facts.
Instructional Procedures:
Lesson Launch: The lesson will start with a small discussion about how numbers can be
multiplied together to get a product. Example: Today we will play a game called the Product
Game. What does the word product mean? When the students are observed to have a good
idea of what a product is move on to the lesson.
Techniques and activities:
• The best way to introduce the game is to actually play a sample game with a student on
either an interactive whiteboard or an overhead projector.
•
Show the students the game board and begin by explaining the rules.
•
Begin playing sample game with student for entire class to see. Continue game until you
have thoroughly crushed your student opponent, ha ha, or until one of you wins with
four in a row.
Have students pair up to play the game. (Remember, anytime kids are talking about
Math it is a good thing! Do not discourage kids from working things out together!) Check
informally for understanding.
Ask students to think about whether it is better to go first or second in the game and to
make notes of any strategies that might help win the game.
After the students have played the game several times have them come back together
for a class discussion. Have students share strategies they discovered and encourage
•
•
•
•
discourse on whether they thought it was better to go first or second. Make sure that
the concepts of factor and multiple are now used appropriately.
Allow time for Guided Practice as the students work on a few practice problems either
alone or in pairs. Check informally for understanding.
Lesson Closure: The students will complete this lesson with activity questions to be completed
either independently or in pairs. The questions worked on will be checked as a class at the beginning
of the next class period.
Adaptations for special learners: Adaptations will be made for those learners needing
accommodations per an IEP or 504. Any remediation needed will be aided by calculators,
multiplication charts or peer tutoring.
Supplemental Activities: Extension and remediation is accomplished using peer tutoring during
the class time as students work with one another. If students are paired in the classroom effectively,
the students who need assistance are provided remediation from those students who benefit from
extension activities. Students who need more significant activities will be dealt with on a one to one
basis with the instructor.
Assessment/Evaluation: Students will be working on the following questions:
 Examine the Product Game Board. Is it possible to get every number on the product grid
by multiplying two of the numbers in the factor list? Justify your answer.
 Can you find two numbers in the list of factors for the game whose product is not on the
product grid?
 Suppose that a game is in progress and you want to cover the number 12 on the grid.
Describe one way this can happen. Can you get 12 in more than one way?
 Suppose that a game is in progress and one of the paper clips is on 5.What products can
you make by moving the other paper clip?
 List five multiples of 5 that are not on the game board.
Students will be assessed on this lesson through informal observation as well as the
following 4 point rubric for the problems.
4 pts.
3 pts.
2 pts.
1 pt.
5 questions
correct
4 questions
correct
3 questions
correct
< 3 questions
correct
Learner Products: Students will be completing questions from this lesson that will be recorded
in their student notebook.
* Note for learners: This lesson plan template is adapted from the model that is recommended in the
book Preparing to Use Technology: A Practical Guide for Technology Integration.