Multiples and Factors NMF E 08

MULTIPLES AND FACTORS

Material
Short (square) Chains in the Bead Cabinet, A collection of neutrally coloured arrows,
all the same size, for the short chains of 2 up 10, Papers

Tables A and Table B

A blank Table A (from 2 to 50)
A blank Table B (from 50 to 100)
Control Table A and a Control Table B
(Multiplicands should be in red)

PREREQUISITES
This can be started very early. The only prerequisite is the concept of multiplication.
The exercises are essentially sensorial and language giving. Children need loads of
experience with skip counting.

AIM
To present the concept and language of multiples with the short chains

Presentation
Today we have short bead chain of 6. We know skip counting. Lets count.
6,12,18,24,30,36. I have box which contains arrows. I will place an arrow on count of
6. I want to tell you something about it today. 6,12,18,24,30,36 are all multiples of 6.
MULTIPLES (CONCEPT)
A multiple is a number which contains another number and exact number of times
(i.e. nothing leftover)
6 contains 6 exact number of times (i.e. nothing leftover)
12 contains 6 exact number of times (i.e. nothing leftover)
18 contains 6 exact number of times (i.e. nothing leftover) and so on
These are Multiples of 6.

6 12 18 24 30 36

I have another chain of 9.

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9 18 27 36

We do same skip counting of 9. 9,18,27,….81.Shall we put arrows. What do you think

I should place here. 9? Yes, it’s the first number. Then 18,…..81.
What can we say about these numbers 9,18….81.All these are multiples of 9 which
means they contains 9 exact number of times (i.e. nothing leftover).
This number 9, is the first number which contains 9 exact number of times (i.e.
nothing leftover). This is the first multiple of 9.

I am going to do something. I am going to mix multiples of 6 and 9 and we shall put

them .
6, yes first multiple of 6. Wt about 24? 6,12,….24
So children can separate Multiples of 6 and 9. What about Multiple of 18. Multiple of
both. Multiple of 6. But there is another 18.

There are more arrows and chains. You can go ahead.

Common Multiples
AIM
To introduce the idea of concept and language of common multiples
MATERIAL
Two boxes of coloured bead bars (1 for multiples and the other for the product)
Mat

PRESENTATION
Let us take the bead bar of 2. So 2 taken one time is 2. We place the bead bar of 2
below the 2 bead bars.
2 taken 2 times is 4. So we place 2 bead bars of 2 and below that we place a bead bar
of 4. We do it till 2 taken 10 times.

So 2 is a multiple of 2. 4 is a multiple of 2. 6 is a multiple of 2. 8 is a multiple of 2( go

on till 20) It means that it contains 2 exact number of times.

Now we're going to look at multiples of 3. Let us take the bead bar of 3. So 3 taken
one time is 3. We place the bead bar of 3 below the 3 bead bar.

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3 taken 2 times is 6. So we place 2 bead bars of 3 and below that we place a bead bar
of 6. We do it till 3 taken 10 times.

So 3 is a multiple of 3. 6 is a multiple of 3. 9 is a multiple of 3. 12 is a multiple of 3( go

on till 30) It means that it contains 3 exact number of times.
Did you notice 6 is a multiple of 2 and 3. it means 6 contains 2 and 3 an exact number
of times. What about 12? again it is a multiple of 2 and also a multiple of 3. It means
12 contains 2 and 3 an exact number of times. Do you notice any other number?
So 6, 12, 18, 24, 30 have special names first stop they are called common multiples.
A common multiple is a number which contains more than one number an exact
number of times.
You can take any numbers and you can find out the common multiples.

Multiples of Numbers (Papers)

Review what the children already know by eliciting the answers.

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What is a multiple?
What is a common multiple?
What is the first multiple?

MULTIPLE PAPERS
Read through all the numbers and circle all the multiples of 4.
Join the multiples with a ruler.
The children explore multiples of other numbers on paper in this way.

Common Multiples

The children explore common multiples on paper in this way and will discover that
some numbers will have many multiples and some will not have any at all.
This will also give the children an intuition into prime numbers.
Encourage the children to do a lot of this paper work and to connect up the patterns.

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Table A and B

The early work of multiples could be begun quite early.

Table A
2x1=2 3x1=3 4x1=4 5x1=5 6x1= 7x1= 8x1= 9x1= 10 x 1 =
2x2=4 3x2=6 4x2=8 5 x 2 = 10 6 x 2 = 7x2= 8x2= 9x2= 10 x 2 =
2x3=6 3x3=9 4 x 3 = 12 5 x 3 = 15 12
6x3= 14
7x3= 16
8x3= 18
9x3= 20
10 x 3 =
2x4=8 3 x 4 = 12 4 x 4 = 16 5 x 4 = 20 18
6x4= 21
7x4= 24
8x4= 27
9x4= 30
10 x 4 =
2 x 5 = 10 3 x 5 = 15 4 x 5 = 20 5 x 5 = 25 21
6x5= 28
7x5= 32
8x5= 36
9x5= 40
10 x 5 =
2 x 6 = 12 3 x 6 = 18 4 x 6 = 24 5 x 6 = 30 30
6x6= 35
7x6= 40
8x6= 45 50
2 x 7 = 14 3 x 7 = 21 4 x 7 = 28 5 x 7 = 35 36
6x7= 42
7x7= 48
2 x 8 = 16 3 x 8 = 24 4 x 8 = 32 5 x 8 = 40 42
6x8= 49
2 x 9 = 18 3 x 9 = 27 4 x 9 = 36 5 x 9 = 45 48
2 x 10 = 20 3 x 10 = 30 4 x 10 = 40 5 x 10 =
2 x 11 = 22 3 x 11 = 33 4 x 11 = 44 50
2 x 12 = 24 3 x 12 = 36 4 x 12 = 48
2 x 13 = 26 3 x 13 = 39
2 x 14 = 28 3 x 14 = 42
2 x 15 = 30 3 x 15 = 45
2 x 16 = 32 3 x 16 = 48
2 x 17= 34
2 x 18= 36
2 x 19= 38
2 x 20= 40
2 x 21= 42
2 x 22= 44
2 x 23= 46
2 x 24= 48
2 x 25= 50

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Table B
2 x 26 = 3 x 17 = 4 x 13 = 5 x 11= 6x9= 7x8= 8x7= 9x6= 10 x 6 =
52 51 52 55 54 56 56 54 60
2 x 27= 3 x 18= 4 x 14= 5 x 12 = 6 x 10 = 7x9= 8x8= 9x7= 10 x 7 =
54 54 56 60 60 63 64 63 70
2 x 28 = 3 x 19 = 4 x 15 = 5 x 13 = 6 x 11 = 7 x 10 = 8x9= 9x8= 10 x 8 =
56 57 60 65 66 70 72 72 80
2 x 29 = 3 x 20 = 4 x 16 = 5 x 14 = 6 x 12 = 7 x 11 = 8 x 10 = 9x9= 10 x 9 =
58 60 64 70 72 77 80 81 90
2 x 30 = 3 x 21 = 4 x 17 = 5 x 15 = 6 x 13 = 7 x 12 = 8 x 11 = 9 x 10 = 10 x 10 =
60 63 68 75 78 84 88 90 100
2 x 31 = 3 x 22 = 4 x 18 = 5 x 16 = 6 x 14 = 7 x 13 = 8 x 12 = 9 x 11 =
62 66 72 80 84 91 96 99
2 x 32 = 3 x 23 = 4 x 19 = 5 x 17 = 6 x 15 = 7 x 14 =
64 69 76 85 90 98
2 x 33 = 3 x 24 = 4 x 20 = 5 x 18 = 6 x 16 =
66 72 80 90 96
2 x 34 = 3 x 25 = 4 x 21 = 5 x 19 =
68 75 84 95
2 x 35 = 3 x 26 = 4 x 22 = 5 x 20 =
70 78 88 100
2 x 36 = 3 x 27 = 4 x 23 =
72 81 92
2 x 37 = 3 x 28 = 4 x 24 =
74 84 96
2 x 38 = 3 x 29 = 4 x 25 =
76 87 100
2 x 39 = 3 x 30 =
78 90
2 x 40 = 3 x 31 =
80 93
2 x 41 = 3 x 32 =
82 96
2 x 42= 3 x 33=
84 99
2 x 43=
86
2 x 44=
88

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2 x 45=
90
2 x 46=
92
2 x 47=
94
2 x 48=
96
2 x 49=
98
2 x 50=
100

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Table C

AIM
To introduce the concept and language of prime numbers
To give an intuition into prime factors
Preparation for work with fractions

MATERIAL
Control A and B (ideally Table A and Table B completed by themselves)
Control Table C
Blank Table C

PRESENTATION
You have been doing table A and table B. This is table C. Let me write my name and
see what is it all about. Table C has numbers 1 to 100. They're answers to
combinations what we have in table A and table B. In column 1st , we have 1 to 50,
answers in table A. in second column, we have 51 to 100, answers to the combination
in table B.
Is 1 any answer in table A? no
is 2 any answer in table A? yes
When a number is taken one time, we will not consider it. We will write a redline
under it.
so let us write a red line under 2.
What about 3? we can see 3X1. but we agreed we will not count it. Since it is not
anywhere else we will write a red line under it.
4? Yes. 2X2. Let us write this combination here
5? Yes. draw a red line.
6? Yes. it has combination 2 X 3. Let us write it. Anywhere else? Yes 3 X2.
We continue to fill this table with the help of the child the child can complete it on his
own.
When the child has introduced we introduce him to the control chart C. we bring to
the notice that the numbers which have red lines do not have any combination. It
means they cannot be formed by combining with any other number. They can only
combine with the number itself and one. These redlined numbers are called prime
number.

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1 51
2 52
3 53
4 2x2 54
5 55
6 2x3 3x2 56
7 57
8 2x4 4x2 58
9 3x3 59
10 2x5 5x2 60
11 61
12 2x6 3x4 4x3 6x2 62
13 63
14 2x7 7x2 64
15 3x5 5x3 65
16 2x8 4x4 8x2 66
17 67
18 2x9 3x6 6x3 9x2 68
19 69
20 2x10 4x5 5x4 10x2 70
21 3x7 7x3 71
22 2x11 72
23 73
24 2x12 3x8 4x6 6x4 8x3 74
25 5x5 75
26 2x13 76
27 77
28 78
29 79
30 80
31 81
32 82
33 83
34 84
35 85
36 86
37 87
38 88
39 89

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40 90
41 91
42 92
43 93
44 94
45 95
46 96
47 97
48 98
49 99
50 100

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Lowest Common Multiple

MATERIAL
Peg Board
Box of hierarchically coloured pegs
Squared paper for recording – long strips
Mathematical alphabet with signs (or you can write labels as you go along)
Little sticks
Bowl

PRESENTATION
(Group)
Review
Review multiple, first multiple, common multiple with the children.
What is a multiple?
What is the first multiple?
What is a common multiple?
Elicit the answers from the children based on their past experience.

EXERCISE 1
Let us use pegboard to find more common multiples. We have pegs in blue, green, red
color. Today we use green pegs. Today we will find least common multiple of 2, 3, 4.
Let us write 2, 3, 4 on tickets. we are going to keep pegs under our number ticket.
Remember when we put peg we begin with least number. I put 2. After that I put 2
pegs. After that I put a little toothpick here. Put 3 and 4 add put toothpick. we will
stop when we reach the same number or straight line. Which one do you think is the
shortest line? 2. So I put 2 pegs, now 3 pegs, now for pegs. let us look at our lines.
Should we take 2 again? Yes. Now we have 2 and 3 at the same line. But it does not
matter. We put 2 again. Shall I put 3. it looks 4 is shorter now. Let us continue with 4.
What do we do. Let's go back to our 2. Now we put 3 pegs 3 and 4 are at same line.
Shall we fill in 2 and see. we have reached at same line.
we have the same number of pegs under 2, 3 and 4. We have arrived at the first
multiple thought is common for 2,3,4. Shall we count to see what it is. It is 12 pegs.
We have confirmed 12 is the least common multiple of 2, 3 and 4. Let us write on slip
When we write least common multiple it is too long. Mathematicians use
abbreviations. The short form is L.C.M to represent least common multiple
respectively .

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L.C.M 2,3,4 = 12

EXERCISE 2
You've been working with lcm. We will do something similar with 2 other numbers.
We will do some exchanging. We will do for 6 and 8. You know what to do. Let us
write the tickets. Play sit on the pegboard.
We start with six. remember we start with the least number. mark with the toothpick.
Let us now do for 8. it is similar to what you did.
Now we do for 6. Remember we said we will exchange. When we reach 10, we will
exchange. So we have 6 and 6 equal to 12. So we exchange now. We exchange for 1
Tens and 2 units.

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Now 8 is small. we put 8 pegs. Shall we do some exchanging. We exchange 10 Units

and put 1 T 6 U. Put the toothpick here.
Now we start working with 6. We don't need exchanging here.

Shall we continue with 8. Now we can exchange.

We have to continue with 6.We can exchange.We have reached the same number.
We have 24. This is the first number which contains the other number exactly. So 24 is
the Least common multiple. Let us write it. you remember the short form L.C.M. now
you can try any number. You would not have to run out of board now.

NOTE
• Simple sensorial way of introducing the child to the lowest common multiple.
• Begin with three numbers because it allows for more exploration.
• Start with not changing units to give the concept first so that the child can
concentrate on the activity.

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Factors (Concept)
AIM
Showing how to find the factors of any given any number and giving the language.
PRESENTATION
we will look at a specific number. I'm going to choose 18 as my number. I'm going to
take 18 pegs in my bowl.
how many ways can I make 18? I am going to start making groups of 2….. My bowl is
empty. How many groups have I made? I have been able to make groups with my 18
and with nothing left in my bowl. Now I am going to record it on paper.
I will take 18 pegs in my bowl again. I'm going to try groups of 3 now. we are going to
see if we are able to make groups of 3 with nothing left over. If it does not work, I am
going to keep it away. Oh! look nothing is left. So we are able to make groups of 3
with nothing left over. Shall we record.
Shall we try to make groups of 4 now. It does not work. I could not make groups of 4. I
have pegs leftover. I take it away from the board. I write a no in front of 4.
similarly we do it for other numbers till 10.

let's look at our paper. We found that we made 18 with 2, 3, 6, 9. these numbers are
called factors of 18. The word factor comes from Latin facere which means to make.
Each of this factor divides 18. Since we're talking of factors, let us title our page.
Factor is the number which divides other number exactly with no remainder.
Can we choose another number. Let us take 21,17. you can try it.
NOTE
• The factors of a number are always lower than or equal to the number itself.
• The multiples of a number are always the number itself and higher.
• multiples are products and factors are divisors.
Encourage a lot of repetition.

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Prime Factors
MATERIAL
Control Chart C or the child’s completed Chart C
Squared paper

PRESENTATION
Review what the children know – multiples, common multiples, lowest common
multiples, factors.
Children explore the numbers on Table C in this way and will discover that some
numbers have many prime factors and some have few or no prime factors. E.g. 12, 36
and 96 have many.
You remember we said factor is a number which divides other number exactly with no
remainder. Today we are going to find factor of a number using our table C. let us use
the number 18 for this top let us see where 18 is on table C. letters look at the first
combination we have written. It is 2 x 9. this combination I am going to write on my
paper.
Is there anyway we can make 2? no
is there anyway we can make 9. yes we have a combination for 9. it is 3x3
Is there anyway we can make 3? No
Let us look at table c. the next combination is 3x6. there is no way to make 3. Is there
anyway to make 6. Yes 2x3.
There is still one more combination which says 2x9. we already saw we can write 9 as
3x3.
Let us look at my paper. What do we know? We know that they are all factors of 18.
We also know something more about 2 and 3. They are prime numbers. It tells us
something new. 2 and 3 are prime factors. They are all factors and they are also
prime numbers. So they are prime factors. Prime comes from the Sanskrit word
pratham which means first.
Let us write it on my paper. since mathematicians like to use abbreviations we use
P.F. as prime factors.
P.F of 18=2,3

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Lowest Common Multiple using Prime Factors

MATERIAL
Peg board and pegs
Squared paper
Long strips of paper and labels

PRESENTATION
Do you remember we talked of least common multiple. In the group of number it is
the smallest number that can be divided exactly by each number. Today we will look 4
least common multiple. Let us use 12, 24, 30 using prime factors.
Let us write the tickets 12, 24, 30. we have numbers on the top and long strips which
are going to help me to organise my work. Will you help me to take the numbers
using the pegs. I have 12
12=1T 2U;24-2T 4U;30-3T
We said we are going to use prime factors. I start from 12. What is the lowest prime
factor of 12. I can take help of chart C if I need. the lowest prime factor of 12 2. So we
begin with 2. We write 2 on a ticket and place it here. How many groups of 2 can we
make with 12? 6. Let us place 6 pegs here. how many groups of 2 can we make with
6? 3. we write 2 on the ticket again first stop and we place 3 pegs. Now what is the
next prime factor? 3. we write 3 on the ticket. how many 3 can be contained in 3? 1.
once we reach one we stop.
Now let us work with the next number 24. The lowest prime factor is 2. How many 2
are contained in 24? 12. We write 2 on the ticket and place 1T 2U. shall we go for 2
again? We write 2 on the ticket again. How many groups of 2 are there in 12? 6
groups. so we write 2 again on the ticket and put 6 pegs. Again we write 2 on the
ticket and we place 3 pegs. Now we shall go with 3 as the next prime factor. How
many groups of 3 are there in 3? 1. We write 3 on the ticket. And we place one peg.
We stop
We continue the same for 30.

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let us see what we have on the board.

P.F. of 12=2,2,3
P.F. of 24=2,2,2,3
P.F. of 30=2,3,5
I'm going to bring down these tickets and use the multiplication symbol. I'm going to
write the multiplication tickets.
12=2x2x3
24=2x2x2x3
30=2x3x5

When we find the least common multiple we record the prime factors of the first
number and see what is not recorded from the second and the 3rd number. we record
them.

Do many examples at this level. It is preparation for abstraction. It is particularly

useful for later work in fractions

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Highest Common Factor

AIM
To give the concept, language and technique for finding the Highest Common Factor
MATERIAL
Peg board and pegs
Squared paper
Long strips of paper and labels

PRESENTATION
you have been finding multiples and factors of numbers. Today we will find highest
common factor of the numbers. we will start with what we have done before. I'm
going to find the prime factor of 12 and 24 on the pegboard.

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You have worked with prime factor of numbers 12 and 24. I can bring my tickets
down. Shall we record that on the paper.
P.F of 12=2x2x3
P.F of 24=2x2x2x3
We said we will find out the highest common factor. We're going to find out what is
common in Prime factors of both the numbers. So 2x2x3 is common in both the
numbers. Shall we write it on the paper. I shall use the abbreviation of highest
common factor.

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H.C.F of 12,24=2x2x3=12
Do you think 12 is evenly contained in both 12 and 24?
You can try other combinations of numbers. Example 27,15

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Lowest Common Multiple and Highest Common Factor: Paper only

PREREQUISITE
Work with exponential notation

MATERIAL
Squared paper, pencil

PRESENTATION
today let us find out the least common multiple. We will be working with paper and
pen. You have already worked with the pegboard.
I'm going to draw along T as we did on pegboard. I shall write my number on the T.
Instead of pigs we will write our numbers. When we find the least common multiple
we record the prime factors of the first number and see what is not recorded from the
second and the 3rd number. we record them.

12 30 36

12 2 30 2 36 2
6 2 15 3 18 2
3 3 5 3 9 3
1 1 3 3
1

L.C.M of 12,30,36=2x2x3x3x5
H.C.F of 12,30,36=2x3=6

Another way to record if the children have experience with the exponential
L.C.M=2²x3²x5
The discovery the children make is that every single group of numbers will have the
LCM but every group will have a HCF.

The way we lay the work out on paper is like the peg board. We should show the way
the local schools do it.

Eg, 13,21,39

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Word Problems

1. In a room there are two cuckoo clocks. The cuckoo in the first clock pops out
every 7 minutes and the one in the second clock every 8 minutes. They both
propped out at 12 noon. At what time will they next pop out together?
2. What is the smallest number of sweets a shopkeeper could buy so that he
could pack all of them in bags containing either 12 or 14 sweets?
3. ‘The product of two numbers is equal to the product of their L.C.M. and H.C.F.’
test the truth of this statement, using the following pairs of numbers:
a. 20, 30
b. 60, 126
c. 48, 56
4. What is the smallest number of football players that can be made into teams
of 10 or 12 (leaving nobody out)?
5. What is the shortest length of wire that can be cut into pieces of 3m., 5m. or
10m. with no wire left over?
6. The H.C.F. of two numbers is 14. The smaller of them is 70. What is the
smallest the other number can be?
7. By how much is the L.C.M of 36 and 54 greater than their H.C.F?
8. Three bells, which ring out at intervals of 10, 15 and 25 minutes, respectively,
ring out together at 12:00. When will they next ring together?
9. It is believed that any even number except 2 can be expressed as the sum of
two primes, though nobody yet succeeded in proving this for all even numbers. Test
it for 12, 20, 34, 52, 68. (Example: 72=31+41; 64=23+41)

Age
The early exercises can be between 6 and 7
The multiple papers (Tables A,B and C) between 7½ and 8 years
LCM with pegs and factors and prime factors 8 and 9
LCM, HCF and Prime factors by the age of 9
Work on paper, between 9 and 12

We can show children factor tree on paper. For 9 to 12 children need to have some
maths book in the environment

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30 36

9 18 27 36

1
Table of Common Multiples of ____& _____ 1
2

3 2
1 2 3 4 5 6 7 8 9 10 1
4 3
011 12 13 14 15 16 17 18 19 20 1
5 4
21 22 23 24 25 26 27 28 29 30 1
5
6
31 32 33 34 35 36 37 38 39 40 1
6
7

8
41 42 43 44 45 46 47 48 49 50 1
7
Table of Multiples of
9
51 52 53 54 55 56 57 58 59 60 8

061 62 63 64 65 66 67 68 69 70 1 2 3 4 5 6 7 98 9 10
71 72 73 74 75 76 77 78 79 80 11 12 13 14 15 16 17 018 19 20
81 82 83 84 85 86 87 88 89 90 21 22 23 24 25 26 27 28 29 30
91 92 93 94 95 96 97 98 99 100 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
My observations:
__________________________________________ 51 52 53 54 55 56 57 58 59 60
__________________________________________
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

My observations:
__________________________________________
__________________________________________
__________________________________________
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TABLE A

2x1=2 3x1=3 4x1= 5 6x1= 7x1= 8x1= 9x1= 10 x 1

2x2=4 3x2=6 4x2= x5 6x2= 7x2= 8x2= 9x2= =1010
x2
2x3=6 3x3=9 8x3=
4 1
x
5 12x 3 =
6 14x 3 =
7 16x 3 =
8 18x 3 =
9 = 20
10 x3
12x 4 = =2
x5 18x 4 = 21x 4 = 24x 4 = 27x 4 = = 30
2x4=8 3 x 4 = 12 4 6 7 8 9 10 x4
16x 5 = =5
3
x5 21x 5 = 28x 5 = 32x 5 = 36x 5 = = 40
2 x 5 = 10 3 x 5 = 15 4 6 7 8 9 10 x5
20x 6 = =1
4
x5 30x 6 = 35x 6 = 40x 6 = 45 = 50
2 x 6 = 12 3 x 6 = 18 4 0 6 7 8
24x 7 = =1
5
x5 36x 7 = 42x 7 = 48
2 x 7 = 14 3 x 7 = 21 4 5 6 7
28x 8 = =2
6
x5 42x 8 = 49
2 x 8 = 16 3 x 8 = 24 4 0 6
2
=7
2 x 9 = 18 3 x 9 = 27 32x 9 =
4 x5 48
5
3
=8
2 x 10 = 20 3 x 10 = 30 36x 10 =
4 x5
0
3
=x9
2 x 11 = 22 3 x 11 = 33 40
4 x 11 = 5
4
=1
2 x 12 = 24 3 x 12 = 36 44
4 x 12 = 0
4
0
2 x 13 = 26 3 x 13 = 39 48
=5
2 x 14 = 28 3 x 14 = 42 5
2 x 15 = 30 3 x 15 = 45 0
2 x 16 = 32 3 x 16 = 48
2 x 17= 34
2 x 18= 36
2 x 19= 38
2 x 20= 40
2 x 21= 42
2 x 22= 44
2 x 23= 46
2 x 24= 48
2 x 25= 50

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 Multiples and Factors NMF E 08

TABLE B

2 x 26 = 3 x 17 = 4 x 13 = 5 x 11= 6x9= 7x8= 8x7= 9x6= 10 x 6 =

52 51 52 55 54 56 56 54 60
2 x 27= 3 x 18= 4 x 14= 5 x 12 = 6 x 10 = 7x9= 8x8= 9x7= 10 x 7 =
54 54 56 60 60 63 64 63 70
2 x 28 = 3 x 19 = 4 x 15 = 5 x 13 = 6 x 11 = 7 x 10 = 8x9= 9x8= 10 x 8 =
56 57 60 65 66 70 72 72 80
2 x 29 = 3 x 20 = 4 x 16 = 5 x 14 = 6 x 12 = 7 x 11 = 8 x 10 = 9x9= 10 x 9 =
58 60 64 70 72 77 80 81 90
2 x 30 = 3 x 21 = 4 x 17 = 5 x 15 = 6 x 13 = 7 x 12 = 8 x 11 = 9 x 10 = 10 x 10 =
60 63 68 75 78 84 88 90 100
2 x 31 = 3 x 22 = 4 x 18 = 5 x 16 = 6 x 14 = 7 x 13 = 8 x 12 = 9 x 11 =
62 66 72 80 84 91 96 99
2 x 32 = 3 x 23 = 4 x 19 = 5 x 17 = 6 x 15 = 7 x 14 =
64 69 76 85 90 98
2 x 33 = 3 x 24 = 4 x 20 = 5 x 18 = 6 x 16 =
66 72 80 90 96
2 x 34 = 3 x 25 = 4 x 21 = 5 x 19 =
68 75 84 95
2 x 35 = 3 x 26 = 4 x 22 = 5 x 20 =
70 78 88 100
2 x 36 = 3 x 27 = 4 x 23 =
72 81 92
2 x 37 = 3 x 28 = 4 x 24 =
74 84 96
2 x 38 = 3 x 29 = 4 x 25 =
76 87 100
2 x 39 = 3 x 30 =
78 90

Saumya Gupta 27
 Multiples and Factors NMF E 08

2 x 40 = 3 x 31 =
80 93
2 x 41 = 3 x 32 =
82 96
2 x 42= 3 x 33=
84 99
2 x 43=
86
2 x 44=
88
2 x 45=
90
2 x 46=
92
2 x 47=
94
2 x 48=
96
2 x 49=
98
2 x 50=
100

TABLE C

1 51
2 52
3 53
4 2x2 54
5 55
6 2x3 3x2 56
7 57
8 2x4 4x2 58
9 3x3 59
10 2x5 5x2 60
11 61

Saumya Gupta 28
Multiples and Factors NMF E 08

12 2x6 3x4 4x3 6x2 62

13 63
14 2x7 7x2 64
15 3x5 5x3 65
16 2x8 4x4 8x2 66
17 67
18 2x9 3x6 6x3 9x2 68
19 69
20 2x10 4x5 5x4 10x2 70
21 3x7 7x3 71
22 2x11 72
23 73
24 2x12 3x8 4x6 6x4 8x3 74
25 5x5 75
26 2x13 76
27 77
28 78
29 79
30 80
31 81
32 82
33 83
34 84
35 85
36 86
37 87
38 88
39 89
40 90
41 91
42 92
43 93
44 94
45 95
46 96
47 97
48 98
49 99
50 100

Saumya Gupta 29
 Multiples and Factors NMF E 08

12 24 36

2
2 3

2 3

3
Saumya Gupta 30