Year 4 - Maths
Explain the relationship between multiples of three and six
Relationship between the 3 and 6 times tables and tests of divisibility
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will explain the relationship between multiples of 3 and of 6. They will use this relationship and tests of divisibility for the 3- and 6-times tables to solve problems.
Lesson Summary
You will learn to explain the relationship between multiples of three and six.
Key Notes
- All multiples of 6 are multiples of 3
- Not all multiples of 3 are multiples of 6
- Multiples of 6 are double the multiples of 3
- Multiples of 3 are half the multiples of 6
Vocabulary To Learn
- Multiple: A multiple is the result of multiplying a number by another whole number.
- Double / double: Doubling is the act of becoming twice as many.
- Halve / halving: Halving means to divide into two equal parts.
Common Mistakes To Avoid
- Lack of fluency in the 3s and 6s times tables can lead to pupils being slower to grasp the generalisation about the relationship between the 3 and 6 times tables.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
All multiples of 6 are multiples of 3. Not all multiples of 3 are multiples of 6.
2. Use this key word in a maths sentence and explain it clearly. 'Multiple'
A multiple is the result of multiplying a number by another whole number. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Lack of fluency in the 3s and 6s times tables can lead to pupils being slower to grasp the generalisation about the relationship between the 3 and 6 times tables. Correction: Use arrays and other representations to draw clear comparisons. Multiplication grids could also be provided while pupils become more fluent in recall.
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