Start And Step Purpose Students will count in multiples from various starting numbers.
Vocabulary Skip count, multiples Set a starting point on zero (0) and ask the students to place transparent counters (or make marks if using a whiteboard) on various multiples.
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Try different multiples and ask the students to describe the patterns that are formed. For example, the multiples of nine form a diagonal pattern beginning at the top right of the board. Set further challenges to cover the multiples of: • three • five • eight
Number Boards
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© P. Swan
Use two different coloured counters to show two multiples. The multiples of three may be shown using yellow counters and the multiples of eight by blue counters. 1
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The term ‘common multiples’ may be used to describe those cells covered by two counters. The first cell covered by two counters is the lowest common multiple.
© P. Swan
11
Number Boards
Find My Number Purpose Students will need to comprehend mathematical vocabulary in order to pinpoint a specific number or set of numbers.
Vocabulary composite multiple , greater than (>), less than (<), prime Each student will need some counters and a number board or whiteboard markers and a whiteboard version of a number board. The leader, initially the teacher, states a series of clues. After each clue players either knock out numbers that do not fit the clues or highlight numbers that do fit the clues.
Find My Number A • I am greater than 50. • I am less than 80. • I am even. At this point the following numbers will remain: 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78. Check that these numbers still remain on the students’ number boards. Continue with the clues. • My number is not a multiple of 4. • The digit in the ten’s place is 5. • Two numbers remain. When written in ascending order the number is the lowest one (54).
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Number Boards
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© P. Swan