TEACHER DESK / YEAR 6
Four lessons.
One connected idea.
Exact division links factors, multiples, HCF, LCM and divisibility. Every student question is multiple choice, including the projected warm-up, method checks, transfer tasks and final question. Students compare options and learn from mathematical feedback.
| Lesson | Presentation | Student activity |
|---|
Suggested lesson rhythm
- Predict: students choose an option for the opening question.
- Model: compare methods using the method and claim checks.
- Practise: work through the guided and transfer choices.
- Student lab: choose Explore or Stretch. Each mission has 12 multiple-choice questions; the mixed mission balances all four topics.
- Exit: collect the final selected answer and use the feedback to identify misconceptions.
Presentation controls
Use arrows or the bottom controls. Notes holds teacher prompts, answers and the Show Correct Answer control. The unlabelled red–green switch changes the language while preserving position and interaction state. Drawing, highlighter, whiteboard and fullscreen come from the classroom wrapper. Teacher logistics stay in Notes.
Look for the misconception
- Factors: incomplete lists, reversed factor/multiple relationships, or assuming larger numbers have more factors.
- HCF: choosing any common factor, or confusing number of kits with items per kit.
- LCM: multiplying without checking minimality, adding intervals, or answering zero when asked for the next meeting.
- Divisibility: using the last digit for 4, testing only one condition for 6, or reversing “divisible by 9 implies divisible by 3”.
Access and challenge
Every question asks students to select one option. Numerical tasks offer possible answers; list tasks offer complete sets; reasoning tasks offer statements. No typed mathematical answers or written explanations are required. Read options aloud or use the reference desk as needed. Explore builds recognition and confidence; Stretch adds application and misconception checks. There is no time limit.
Certificates and redo attempts
A certificate unlocks only above 70%: at least 9 out of 12. The score uses the first checked answer in each question’s latest attempt. Every question can be redone, either immediately after finishing it or from its results entry. Redo replaces that question’s result and can raise or lower the score. Studying a solution does not earn score credit; a fresh successful attempt does.
Eligible students enter a name, preview their certificate and download a one-page landscape PDF. The name stays in the tab and is not sent or stored. A new mission clears it. Treat named certificates as private student work.
Feedback and privacy
The app gives a retry after the first error and a mathematical hint after the second. Students can then study the solution. First-try success, success after revision and studied solutions are separate. Answers stay only in the open tab; there is no sign-in, server submission or persistent storage in the activity itself. Optional reflection downloads should be handled as private student work in your usual school system.
Sources and terminology
Based on the existing Multiples and Factors 1 workbook (pages 37–39) and Divisibility worksheet and presentation. Review contexts and HCF/LCM transfer tasks are newly authored. This is a standalone review sequence; no formal unit-sequence or curriculum-code alignment is claimed.
Tasks use positive factors and explicitly positive multiples. Zero is a multiple in wider whole-number mathematics, but is excluded here. LCM means lowest positive common multiple. There is no highest positive common multiple.