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Day 7 — Multiples meetYear 5 Maths · T1 W1–2 · Day 7 lesson

Prepare this lesson

Year 5 / Term 1 / Weeks 01 02 / Mathematics

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Sources and materials · Check guide.

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Success: recognise common multiples by generating and checking lists. Prepare multiples cards from materials. (AC9M5N02)

Warm · 2 min. Count by fours to 20; ask what a multiple means.
Model · 4 min. List positive multiples of 4 and 6 to 36. Circle 12, 24, 36 as common values.
Guided why · 5 min. Show that 12=3×4=2×6. Ask if 18 appears on both lists; it does not appear on the 4 list.
Independent turn · 7 min. Find common multiples of 3 and 5 up to 30; key 15, 30. Then invent a packing or calendar situation where a common multiple matters, without claiming an actual timetable.
Check method · 4 min. Partners swap lists, circle an error, and verify it with multiplication rather than agreement.
Exit · 3 min. “Is 24 a multiple of 6? Give the fact.” Key: yes, 6×4=24.

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