Abstract
Throughout children's study of mathematics, the concept of multiples and the skills associated with multiples play an important role. Initially, children's love of rhymes such as “two, four, six, eight, meet me at the garden gate” is extended to include skip counting with numbers other than 2. Skip counting forms the basis for the production of tables of basic multiplication facts. Children are later expected to acquire skill in accessing these multiples in random order (i.e., knowing that 7 times 2 is 14 without having to skip count by twos until 14). In intermediate grades the concept and skills related to multiples are extended to include comparisons between sets of multiples in search of common multiples or, even more restrictively, the least common multiple (LCM) of two or more numbers.
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