Download Highlighting Multiples on 100 Charts M ultiples of 2

Unit 5 Investigation 2
Skip Counting and
Hundreds Charts
Skip Counting and 100 Charts
2.1 Highlighting Multiples of 100 Charts
Created by Heather Hall
2.2 More Multiples
2.3 Solving Related Story Problems
2.4 Patterns and Relationships
2.5 Assessment: Counting Around The Class
2.6 Using Multiplication Combinations
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Highlighting Multiples
on 100 Charts
Objectives
• Finding the multiples of the numbers 2,3,4,5,6 and 10 by
skip counting
• Describing and comparing characteristics of the
multiples of a number
• Understanding the relationship among skip counting,
repeated addition, and multiplication
Table of Contents
Multiples of 2
Home Page
Click the number to mark the tile.
Skip Counting Circles x2
Skip Counting and 100 Charts
Multiples of 10
Skip Counting Circles
Count X2
Multiples of 5
2.1
Count x5 and x10
1
Unit 5 Investigation 2
Skip Counting Circles
Skip Counting Circles
Skip Counting Circles x5
Skip Counting Circles x10
More Multiples
Patterns for multiples
of 5 and 10!
Objectives:
• Finding the multiples of the numbers 2,3,4,5,6, and 10 by
skip counting
• Describing and comparing characteristics of the
multiples of a number
• Understanding that doubling (or halving) one factor in a
multiplication expression doubles (or halves) the product
The multiples of 10 all end in 0.
The multiples of 5 end in 0 or 5.
The multiples of 10 are all even numbers.
The multiples of 5 are in a sequence of
odd, even, odd, even, and so on.
2.2
Patterns
x5 and x10
Multiples of 3
Skip Counting and 100 Charts
2
Unit 5 Investigation 2
Skip Counting Circles
Skip Counting Circles x3
Multiples of 6
Skip Counting Circles
Solving Related
Story Problems
Objectives:
• Using known multiplication combinations to determine
the product of more difficult combinations
• Understanding that doubling (or halving) one factor in a
multiplication expression doubles (or halves) the product
• Writing and solving multiplication problems in context
Skip Counting Circles x6
2.3
Mrs. Johnson's class counted
around the class by 3s. What
number did the fourth person
say?
This time Mrs. Johnson's class
counted around the class by 3's
and stopped at the fifth person.
What number did they say?
Laster, the class counted around
by 6's. What number did the
fourth person say?
Laster, they counted around by
6's. What number did the fifth
person say?
Related Problems
Skip Counting and 100 Charts
Related Problems 2
3
Unit 5 Investigation 2
Patterns and
Relationships
Objectives:
1. Oscar brought juice boxes that
come in packs of 6. He bought 5
packs. How many juice boxes did
he buy?
• Describing and comparing characteristics of the
multiples of a number
• Using known multiplication combinations to determine
the product of more difficult combinations
• Understanding that doubling (or halving) one factor in a
multiplication expression doubles (or halves) the product
2. Pilar brought 8 packs of juice
boxes. How many juice boxes did
she buy?
2.4
Related Problems Strategies
Multiples of 3 and 6
Ms. Ross
6
3
Assessment:
Counting Around
The Class
Math Workshop
A) Highlighting 100 Charts
B) How Many Legs?
Objectives:
• Understanding the relationship among skip counting,
counting repeated addition, and multiplication
• Understanding that doubling (or halving) one factor in a
multiplication expression doubles (or halves) the product
2.5
Skip Counting and 100 Charts
C) Assessment: Counting
Around the Class
Math Workshop
4
Unit 5 Investigation 2
Using Multiplication
Combinations
Objectives:
• Understanding the relationship between skip counting,
repeated addition, and multiplication
• Understanding that doubling (or halving) one factor in a
multiplication expression doubles (or halves) the product
• Using known multiplication combinations to determine
the product of more difficult combinations
Assessment
2.6
Math Workshop
A) Highlighting 100 Charts
B) How Many Legs?
C) Assessment: Counting
Around the Class
Math Workshop
Skip Counting and 100 Charts
5