New
New
Explain the relationship between the multiples of 2, 4 and 8
I can explain the relationship between the multiples of 2, 4 and 8
Lesson 10 of 15
New
New
- Year 3
Explain the relationship between the multiples of 2, 4 and 8
I can explain the relationship between the multiples of 2, 4 and 8
Lesson details
Key learning points
- Multiples of 8 are multiples of 2 and of 4
- If you double the multiples of 2 you get the multiples of 4
- If you double the multiples of 4 you get the multiples of 8
- If you double the multiples of 2 and double again you get the multiples of 8
Keywords
Multiple - A multiple is the result of multiplying a number by another whole number.
Double / doubling - To double means to become twice as many or to multiply by two.
Halving - Halving means to divide into two equal parts.
Common misconception
Lack of fluency in 2s, 4s, or 8s times tables can mean that pupils struggle to generalise rules of and relationships within multiples of 2, 4 and 8
Take time to practically model grouping a set of objects in different ways. For example, take 24 straws and clearly show how groups of 2, 4 and 8 can be made. Discuss the relationships focusing on doubling and halving.
For this lesson a hands on experience using straws or other manipulatives finding different groups from 24 will support pupils understanding of the relationship between the multiples of 2, 4 and 8, which could be extended to other multiples of 8
Teacher tip
Licence
This content is © Oak National Academy Limited (2025), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Match the number of multiples of 8 that are equivalent to the multiples of 4
Match the number of multiples of 8 that are equivalent to the multiples of 4
Q2.Match the answers to the equations. Remember that when one factor halves, the product also halves.
Match the answers to the equations. Remember that when one factor halves, the product also halves.
Q3.Match the multiples of 4 and multiples of 8 that give the same product.
Match the multiples of 4 and multiples of 8 that give the same product.
Q4.When solving word problems, which of these words mean 'multiply'?
When solving word problems, which of these words mean 'multiply'?
split
equal parts
Q5.If you read the words, 'halve' and 'split' in a word problem, you would need to .
If you read the words, 'halve' and 'split' in a word problem, you would need to .
subtract
multiply
double
Q6.Look at the image. If each square was replaced by an octagon, how many sides would the shapes have in total? sides.
Look at the image. If each square was replaced by an octagon, how many sides would the shapes have in total? sides.
Assessment exit quiz
6 Questions
Q1.True or false. Products in the 8 times table are also in the 4 and 2 times tables.
True or false. Products in the 8 times table are also in the 4 and 2 times tables.
False
Q2.Which of these numbers are multiples of 2 and 4 and 8?
Which of these numbers are multiples of 2 and 4 and 8?
20
28
Q3.Look at this array. How many of each group does it show?
Look at this array. How many of each group does it show?
Q4.Match the doubles and halves.
Match the doubles and halves.
Q5.Look at the bar model. What is the missing number from the top bar?
Look at the bar model. What is the missing number from the top bar?
Q6.Use the array to match the factors for the product of 32.
Use the array to match the factors for the product of 32.
