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Year 4 - Maths

Solve problems involving multiples of 6

Represent counting in threes and sixes as the 3 and 6 times tables

Unit Summary

In this unit pupils will represent counting in 3s as the 3-times table explaining the relationship between adjacent multiples of 3 and represent counting in 6s as the 6-times table explaining the relationship between adjacent multiples of 6.

Lesson Summary

You will learn to use known facts from the 5 times table to solve problems involving multiples of 6.

Key Notes

  • If 4 times 5 is 20 then 4 times 6 is four more than 20
  • If you know 5 times a number you can add the number again to work out 6 times the number
  • 5 times a number and 6 times a number are adjacent multiples

Vocabulary To Learn

  • Multiple: A multiple is the result of multiplying a number by another whole number.

Common Mistakes To Avoid

  • Lack of fluency in 6 times tables and not understanding the divisibility rules or the problems.

3 Quick Questions (With Answers)

1. Solve this in steps: explain the method from this lesson and why each step matters.

If 4 times 5 is 20 then 4 times 6 is four more than 20. If you know 5 times a number you can add the number again to work out 6 times the number.

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 6 times tables and not understanding the divisibility rules or the problems. Correction: To clearly model highlighting key words of worded problems to understand the problem and the operation required for the calculation. Continue to use language stems such as 'If I know...' 'Then I know...,' to support mathematical thinking.

More Lessons In This Unit

Browse all guides in the Year 4 Maths guide library.