Lesson 1.

1 Multiples of whole numbers

Class 105
Date 22 Februari 2016
Time 7.30 8.05
Attendance / 28
Venue Class 105
Syllabus references

Statement Core
1 Identify and use: natural numbers, integers (positive), common multiples

Collins references

Student Book page 8

Learning objectives

Find multiples of whole numbers.

Recognise multiples of numbers.

Key words

multiple

Prior knowledge
Students will need to know the multiplication tables to 10 10.

Common mistakes and remediation

A common mistake is to fail to interpret the functional aspect of the topic correctly, e.g. if there are 10
people getting in taxis each holding four people, students may give answers of two and a half taxis
required or two taxis with people left behind.

Useful tips
Encourage students to remember some simple multiplication rules: multiples of 2 always end in 0, 2, 4,
6, or 8; multiples of 3 have digits that add up to a multiple of 3; multiples of 5 always end in 0 or 5;
multiples of 9 have digits that add up to a multiple of 9; and multiples of 10 always end in 0.

Starter

Ask students, around the class, to take turns to increase an amount by a given number, e.g. the first
person may say, Six, the next, Twelve, the next, Eighteen, and so on. Continue until someone
makes a mistake.

Move on to counting down, e.g. start at 60 and count down in sixes.

Cambridge IGCSE Maths Teachers Pack HarperCollinsPublishers Ltd 2011 6

 Lesson 1.1 Multiples of whole numbers

Main lesson activity

Remind students that multiples are the answers that appear in multiplication or times tables.

Encourage students to look at the numbers in various multiplication tables and try to identify patterns
or rules.

For the 10 times table, the answer always ends in 0, numbers in the five times table always end in
either 0 or 5, numbers in the two times table are always even. The digits in multiples of three always
add up to a multiple of three, the digits in multiples of nine always add up to a multiple of nine.
Multiples of six are always even numbers and the digits add up to a multiple of three. Multiples of four
are even when divided by 2.

Make sure that students know how to use a calculator to find multiples; e.g. for multiples of 5 press 5
then = then +5 then repeatedly press =, and the multiples will be displayed.

Now display this table of numbers and, as students give answers, write the answers on the board.

Ask students to give you the multiples of 2. (34, 48, 102, 470, 630, 876, 1000)

Ask students to pick out the multiples of 6 from the lists above. (48, 102, 630, 876)

Ask students to give you the multiples of 5. (55, 470, 630, 1000)

Ask students to give you the multiples of 10. (470, 630, 1000). Point out they could use the multiples
of 2 and 5. Repeat for multiples of 4 and 9. They now can then do Exercise 1A.

Closing

Put the number 392 on the board. Ask the students which of the numbers, from one to ten, this
number is a multiple of. Clearly two is one answer. Half of 392 is 146 so four is also a multiple, but
what about other numbers? Three and nine are not answers as 3 + 9 + 2 = 14 is not a multiple of
three. Also five and ten are not answers as the number does not end in 0 or 5.

Repeat with further examples, such as 630 or 720.

Homework and answers

Homework for this lesson is available in the homework folder. Consolidation and extension exercises are
available in the further practice folder. Answers to the exercises can be found in the answers folder.

Cambridge IGCSE Maths Teachers Pack HarperCollinsPublishers Ltd 2011 7