# Year 6 maths · clean Days 11–20 learner page

These ten days use **made-up** gallery, music, archive, design and game situations. You do not need to tell anyone about your home, family spending, belongings or health. Use paper, counters, a [printable aid](MATERIALS.md), the [full text/tactile route](print/TEXT-ALTERNATIVES.md), speech, sign/AAC, pointing, typing or a person who writes your exact words. Explain how you know. Your teacher will say when to choose one A/B/C [practice route](DAILY-CHOICES.md). The Day 15 and Day 20 practice routes come **after** a new check.

## Day 11 · A label needs a reason

Arrange 12 and 16 into rectangles. How many positive factors can you show? Decide which are composite and which are square. Ask why 1 and 2 are special cases, then choose one [route](DAILY-CHOICES.md).

## Day 12 · Do not miss a factor pair

List or build all factor pairs of 18. Investigate whether 23 has any pair other than `1 × 23`. Explain when you can stop checking smaller possible factors.

## Day 13 · Square and composite can overlap

Make or imagine a 7-by-7 array. Does 49 have a square shape? Does it also have more than two positive factors? Check how 1 differs.

## Day 14 · Use the property for a decision

A fictional gallery has 28 cards, then considers 29 and 36. Which totals allow equal rows **and** columns with both dimensions larger than 1? Which makes a square? Give an exact factor pair for each answer.

## Day 15 · Fresh check

Your teacher gives a new [number-properties check](STUDENT-CHECKS.md). Show factor evidence before a label. The [Day 15 practice routes](DAILY-CHOICES.md) are for **later**.

## Day 16 · Keep one whole

Use one 0–1 line split into 12 equal gaps. Place `1/4`, `1/3` and `1/2` and explain their order. The endpoint 1 is the **same-size whole** for all three.

## Day 17 · Different names, one mark

Place `2/4` and `1/2` on the same line. Do they need two positions? Compare `2/3` and `3/4` by changing both to twelfths, and explain the gap.

## Day 18 · Travel beyond one

On a 0–2 line with 12 equal gaps in each unit, place `5/4` and `3/2`. Mark 1 at gap 12 and 2 at gap 24 before comparing. Check whether an equivalent name sits at the same point.

## Day 19 · Repair a false rule

Someone says `1/3 > 1/2` because 3 > 2. Use one whole, an equal-part bar or a number line to show what is wrong. Then choose a [route](DAILY-CHOICES.md) that gives a better comparison rule.

## Day 20 · Fresh fraction check

Your teacher gives a new [fraction-line check](STUDENT-CHECKS.md). Start by fixing the whole and the scale. Justify an order; do not guess from the size of one digit. The [Day 20 practice routes](DAILY-CHOICES.md) are for **later**.

**Check your work:** Are the factors positive whole numbers? Is every factor pair complete? Is the fraction whole the same size? Are tick spaces equal? Does your sentence explain the mathematical decision? Original SubjectNest learner prompts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).