Students color in the multiples of numbers by skip counting on a hundreds chart. These students found the multiples of 3, 9, 8 and 6. After coloring in the patterns, they make observations about the multiples of each number. They notice that odd numbers like 3 and 9 alternate between odd and even multiples. They notice that even numbers like 6 and 8 only have even multiples. They also notice visual patterns in the multiples. You can ask them questions, such as: Why do the multiples of 9 look like a staircase? What is similar about the pattern in the multiples of 3 and 9? Why are the twos, fives and tens vertical lines? What would the ones table look like? What would the zero table look like? This activity is a great introduction to learning the basic facts. Before students memorize the threes table or the eights table, they should make generalizations about the patterns they see on the hundreds chart.
Indicators:
6.3.5.3 model and explain multiplication in a variety of ways, including rectangular arrays and skip counting.
6.4.3.1 find multiples of numbers.
6.4.4.1 demonstrate mastery of multiplication and division fact families.
