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Day 14 · Use properties to choose a planYear 6 Maths · T1 W3–4 · Day 14 lesson

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Year 6 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Code: AC9M6N02. Goal: use factor/square properties in a practical decision and simplify a product. Prepare: fictional event layout cards, D14 choices.

  1. Launch · 2 min. A fictional gallery has 28 display cards. Can it have more than one equal row and column? Yes, e.g. 4 × 7.
  2. Model · 5 min. Compare 29 cards: no pair of whole rows/columns with both sides >1 (2,3,4,5 do not divide; next square 6²>29), so a complete 29-card rectangle is only 1 × 29. For 36 cards, 6 × 6 makes a square and 4 × 9 another rectangle. Show mental 12 × 15 = (3 × 4) × (3 × 5) = 9 × 20 = 180; re-grouping uses factor properties without changing the product.
  3. Guided · 6 min. Give 24 rehearsal seats: list 2 × 12, 3 × 8, 4 × 6; decide which fits a six-seat-wide area. It is 4 × 6, with no assumptions about actual room access or capacity.
  4. Choice · 6 min. D14-A/B/C: gallery, game-board or calculation route. Require a factor statement and a reason tied to the context.
  5. Exit · 4 min. “For 36 items, is 6 × 6 the only rectangle?” No; name 4 × 9 or 3 × 12. “What is 12 × 15?” 180, by a checked regrouping.
  6. Note · 2 min. Check if the learner confused “a square exists” with “only one array exists”; use 16 as a new counterexample.

Home/extension: Design a fictional 24-cell board on paper. Extension: explain which factors make 36 quick to multiply without changing a product.

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