4 x 8 = 32)Ĩ’s only contain one multiple in each 10, except when the ones place is a zero like in 40 and 80. To multiply a number by 8, you can double-double-double the number. Multiples of 8 have a pattern of 8, 6, 4, 2, 0 in the ones place.Īll multiples of 8 are multiples of 2 and 4. YOU CAN GET ALL OF THE NUMBER SENSE/MULTIPLICATION INTERVENTION ACTIVITIES FOR MULTIPLES OF 7 SENT STRAIGHT TO YOUR INBOX! Share your email below and join the rest of the Tarheelstate Teacher change-makers email community! The ones place is 3 less with each increasing multiple (7, 4, 1 (or 11), 8, 5, 2 (or 12), 9, etc). Besides multiples of 9, 7’s have the greatest variety of numbers represented in the ones place-hitting every digit from 0 to 9 along the way! -> Have students continue the pattern beyond 119 to see how long it goes. Multiples of 7 have a pattern of 7, 4, 1, 8, 5, 2, 9, 6, 3, 0 in the ones place.
Multiples of 6 are every other multiple of 3. When a multiple of 2 and 3 overlap, you get a multiple of 6.Īll multiples of 6 are 6 away from each other. Multiples of 6 have a pattern of 6, 2, 8, 4, 0 in the ones place. Multiples of 5 have a pattern of 5, 0 in the ones place.Įvery other multiple of 5 is even every other multiple of 5 is odd.Įvery range of 10 contains two multiples of 5.Įvery other multiple of 5 is halfway between a 10. For example, “Tell me all you can about the ones place in multiples of 7.” and “What do you notice about the ones place in multiples of 7?” LET’S GET TO THOSE PATTERNS IN THE 120’S CHART “WHAT DO YOU NOTICE ABOUT (patterns in multiples of 7)?…”Īfter a general prompting round, you can direct students to look at specific characteristics of the multiples. “TELL ME ALL YOU CAN ABOUT (what patterns you see in multiples of 7)?…” When prompting students to find and describe patterns in multiples using a 120’s table, two of my favorite prompts are: My real hope is that your students come up with ideas that I didn’t even think of, that you prompt students and their classmates to continue testing their theories beyond the 120 table and that you prove or disprove those ideas. My goal is to provide you with a list of ideas that range from fairly obvious or basic to more sophisticated patterns that you can guide students to discover.
This is a list that can support you as you guide students to look for patterns in multiplication fact families. CAUTION: The patterns in multiplication facts and noticings that I am sharing ARE NOT MEANT TO BE TAUGHT TO STUDENTS.
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