Problem Solving Maths Lesson Plan

Year Group: 6 Suggested Time Allocation: 2 lessons

Learning Objectives :
Mental/Oral: Identify factors of numbers
Learning Objectives :
Main: Explain methods and reasoning, orally and in
writing.
Solve mathematical problems and puzzles, recognise
and explain patterns and relationships, generalise and
predict. Suggest extensions asking ‘What if….?’
Explore properties of factors of numbers

Key Vocabulary: multiple, factor, odd, even, square Resources: Copies of problem ‘Who will be set free?’
number from Numeracy Focus Year 6 (Rigby)

S.P.I.C.E Focus: Plan Problem Solving Category: Listing / Sorting and

tables

Mental/Oral: Show me activity with whiteboards: a factor of 24, 40, 49………; list the factors of 16, 30, 42, 81….
(How do you know you have all of them? Discuss pairs of factors.)
a common factor of 25 and 40, 72 and 18……..; the highest common factor of 12 and 20, 24 and 36…………

Main Teaching & Learning:

Sort out the information

Read through the problem together. Can they explain the problem to a friend? Can someone tell it to the class in
their own words?
Model the problem by standing pupils in a numbered circle. Explain that a pupil sits down if the door is locked and
stands up if the door is open. Everyone stands up as warder number 1 opens all the doors. Then everyone with an
even number sits down as warder number 2 locks the doors. Every third person stands up as the doors are
opened.
How can we describe these numbers? Multiples of three.
Continue in this way for five or six warders.

Plan a solution
Discuss in pairs who might be set free.
Now ask pairs to plan how they are going to approach the problem.
Ask pairs to join up with another pair to make a four and discuss again. As they are doing so, make a note of any
interesting methods.
Invite these pupils to explain the methods they might use, emphasising that they are not providing a solution.

Implement
In either pairs or fours, pupils try to find a solution.
Can they think about the relationship between the number on the cell door and the numbers of the warders who
will change its state? The warders whose numbers are factors will change its state.
Children could use a table. The cross shows which warders visit the cells.

Cell 1 Cell 2 Cell 3 Cell 4 Cell 5 Cell 6 Cell 7 Cell 8 Cell 9

W1 x x x x x x x x x
W2 x x x x
W3 x x x
W4 x x
W5 x
W6 x
W7 x
W8 x
W9 x

Communicate
Ask pupils to work together to come up with a convincing explanation of the reason why certain numbers are the
ones that will be freed. Solution: The prisoners in the cells with square numbers will be freed.
What is the connection between the cell number and the warders who visit? The warder numbers are the factors of
the cell number.
What can you say about the number of times a door must be opened and closed for it to end up open, if it was
closed at the beginning? It must be odd
Which cells on the table will be open at the end? 1, 4, 9
How many factors does 4 have? How many for 9? 10? 12? 16?

Extension Activities:
Prepare a solution with explanation for display. (Explain methods and reasoning in writing)

If there were 200 prisoners and the process was started 200 days before the birthday, which prisoners would be
released?

Plenary:
What has this problem got to do with factors?
Why do most numbers have an even number of factors? Factors must be in pairs
Why do square numbers have an odd number of factors? They have one pair that is the same number e.g. 3 x 3
Evaluate
Did your method work?
What other problems have you done using lists and tables?
How may this help you in future problems?
What have you learnt or remembered about factors?

Similar Problems in this Category:

These problems are very different but are solved by recording in a matrix.
Numeracy Focus Year 6 Problem of the Week: Number Snooker
Coconut Shy
LCP Problem Solving Years 5 and 6: Stamp Collecting
Family Names
Sports Afternoon
Race Winners
Paris Travel