A-Maze-Ing Multiples Multiplication facts lead the way through a number maze. 37 DIRECTIONS 1. Do students think they can find their way through the paths of a maze? Explain to students that they will find numbers that are multiples of 4 to complete a multiple maze. Review the concept of a multiple: a number that is a product of some specified number and another number. Orally review with the class the multiples of 4, from 4 x 1 through 4 x 12. Then distribute reproducible page 38. 2. When students have completed the activity, review it together. Have volunteers read the numbers they followed in their path from Start to Finish. What generalizations can students come up with for finding the path? Is there more than one path to a solution? If numbers chosen as multiples are challenged, ask the student giving the number to verify with pictures or counters. ASSESSMENT This activity is self-assessing. It takes 10 steps to get from START to FINISH, and there is only one path to get there that consists of connected multiples of 4: 8, 20, 32, 28, 4, 12, 40, 48, 16, 36, 24. VARIATION Students can make up their own multiplication mazes for multiples of other numbers. EXTENSION Have students make a second path that will work by changing other numbers to multiples of 4. >>> ;;; Grouping Individual You’ll Need u A-Maze-Ing Multiples (reproducible page 38), one copy for each student u Pencils Multiplication and Division 50 + Su pe r- Fu n M at h A ct iv iti es : G ra de 3 © S ch ol as tic T ea ch in g R es ou rc es START F I N I S H 19 8 43 37 29 21 27 20 2 35 4 33 22 7 32 28 6 12 9 39 11 13 38 40 17 18 7 15 48 25 26 23 5 30 16 31 34 14 24 36 10 41 38 Name A-Maze-Ing Multiples How will you get from Start to Finish? Follow only the numbers that are multiples of 4. Multiplication and Division On the back of your paper, tell a friend how you solved the maze.>>> 50 + Su pe r- Fu n M at h A ct iv iti es : G ra de 3 © S ch ol as tic T ea ch in g R es ou rc es ...

1. A-Maze-Ing Multiples
Multiplication facts lead the way through a number maze.
37
DIRECTIONS
1. Do students think they can find their way through the paths
of a
maze? Explain to students that they will find numbers that are
multiples of 4 to complete a multiple maze. Review the concept
of a multiple: a number that is a product of some specified
number and another number. Orally review with the class the
multiples of 4, from 4 x 1 through 4 x 12. Then distribute
reproducible page 38.
2. When students have completed the activity, review it
together.
Have volunteers read the numbers they followed in their path
from Start to Finish. What generalizations can students come up
with for finding the path? Is there more than one path to a
solution? If numbers chosen as multiples are challenged, ask the
student giving the number to verify with pictures or counters.
ASSESSMENT
This activity is self-assessing. It takes 10 steps to get from
START to FINISH, and there is only one path to get there that
consists of connected multiples of 4: 8, 20, 32, 28, 4, 12, 40,
48,
16, 36, 24.

2. VARIATION
Students can make up their own multiplication mazes for
multiples
of other numbers.
EXTENSION
Have students make a second path that will work by changing
other
numbers to multiples of 4.
>>>
;;;
Grouping
Individual
You’ll
Need
u A-Maze-Ing
Multiples
(reproducible page
38), one copy for
each student
u Pencils
Multiplication
and Division
50
+
Su
pe

3. r-
Fu
n
M
at
h
A
ct
iv
iti
es
: G
ra
de
3
©
S
ch
ol
as
tic
T
ea
ch

4. in
g
R
es
ou
rc
es
START
F I N I S H
19 8 43 37 29 21
27 20 2 35 4 33
22 7 32 28 6 12
9 39 11 13 38 40
17 18 7 15 48 25
26 23 5 30 16 31
34 14 24 36 10 41
38
Name

5. A-Maze-Ing Multiples
How will you get from Start to Finish?
Follow only the numbers that are multiples of 4.
Multiplication
and Division
On the back of your paper, tell a friend how you solved the
maze.>>>
50
+
Su
pe
r-
Fu
n
M
at
h
A
ct
iv
iti
es
: G
ra
de

6. 3
©
S
ch
ol
as
tic
T
ea
ch
in
g
R
es
ou
rc
es