Teaching pack · Year 6 Numberseegongsik /au
Factors, Multiples, Primes and Special Numbers: a week of ready-to-teach maths
Five days of lessons for Year 6 Number. Print this pack and the week is prepared.
AC9M6N02
identify and describe the properties of prime, composite, square and triangular numbers and use these properties to solve problems and simplify calculations
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Factors build rectangles”, “Multiples are counting steps”, “Prime or composite”, “Factors two numbers share”, “Where multiples first meet”.
seegongsik.com/au/y6/number/AC9M6N02
Aligned to Australian Curriculum V9 (AC9M6N02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Factors build rectangles | Practise the idea with talk, board and worksheet | Board: Factors build rectangles |
| 2 | Multiples are counting steps | Practise the idea with talk, board and worksheet | Board: Multiples are counting steps |
| 3 | Prime or composite | Practise the idea with talk, board and worksheet | Board: Prime or composite |
| 4 | Factors two numbers share | Practise the idea with talk, board and worksheet | Board: Factors two numbers share |
| 5 | Where multiples first meet | Practise the idea with talk, board and worksheet | Board: Where multiples first meet |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on factors, multiples, primes and special numbers. Ask: What did you practise today?
seegongsik.com/au/y6/number/AC9M6N02/pack
Day 1 · Teacher planDay 1 of 5
Factors build rectangles
Children practise “Factors build rectangles” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factors build rectangles in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Factors build rectangles”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Factors build rectangles”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Factors build rectangles” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about factors build rectangles.
Day 1 · Worksheet
Factors build rectangles
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Multiples are counting steps
Children practise “Multiples are counting steps” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiples are counting steps in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Multiples are counting steps”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Multiples are counting steps”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Multiples are counting steps” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about multiples are counting steps.
Day 2 · Worksheet
Multiples are counting steps
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Prime or composite
Children practise “Prime or composite” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain prime or composite in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Prime or composite”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Prime or composite”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Prime or composite” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about prime or composite.
Day 3 · Worksheet
Prime or composite
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Factors two numbers share
Children practise “Factors two numbers share” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factors two numbers share in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Factors two numbers share”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Factors two numbers share”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Factors two numbers share” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about factors two numbers share.
Day 4 · Worksheet
Factors two numbers share
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Where multiples first meet
Children practise “Where multiples first meet” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain where multiples first meet in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Where multiples first meet”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Where multiples first meet”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Where multiples first meet” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about where multiples first meet.
Day 5 · Worksheet
Where multiples first meet
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Factors, Multiples, Primes and Special Numbers
Cut out. Hold up a card and give an example.
Factors build rectangles
Give an example.
Multiples are counting steps
Give an example.
Prime or composite
Give an example.
Factors two numbers share
Give an example.
Where multiples first meet
Give an example.
Store in an envelope labelled AC9M6N02.
Mini-check · End of week
Show what you know: Factors, Multiples, Primes and Special Numbers
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (factors, multiples, primes and special numbers) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.