LESSON PLANNING

Lesson planning
This template can be used for individual lessons or a sequence of lessons in the
same topic.
Teacher’s initials: School:

Subject/age group: Date:

Learning objectives (from the Cambridge Primary Mathematics curriculum framework):

 6Ni.07: Use knowledge of factors and multiples to understand tests of divisibility by 3, 6 and 9

Topic: Learning intentions: Success criteria:

11.3 Tests of divisibility (3, 6 and 9) Use knowledge of factors and Know and use the tests of divisibility
Lesson 3 of 3 multiples to understand tests of for 3, 6 and 9.
divisibility by 3, 6 and 9.

Mental strategies:
Strategy Example
Using known facts Rapid recall of table facts and associated division facts
when working with multiples and factors
Finding pairs of numbers that total 10 when adding For example, when finding the sum of 1, 5, 3, 4, 7 and 9
several small numbers add (1 + 9), (3 + 7) and (5 + 4) to give 29 so 153 479 is not
divisible by 3

.
1 Resources:
 Resource sheet 11F and dice for game ‘Is it divisible?’
 Hundred squares (for starter activity)

2 Language support, including any key vocabulary:

 Key vocabulary: multiple, factor, divisible (by)

3 Introducing the lesson: Timing:

 Language focus: With the aid of a hundred square, learners find the 10 minutes
number between 1 and 99 that satisfies all of these clues:
- The number is more than 30.
- The number is a multiple of 3.
- The number is less than 70.
- The number is not prime.
- The number is not divisible by 2.

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 LESSON PLANNING

- The number has 2 digits.

- The sum of the digits is even.
- It is not a square number.
- When 30 is added to the number the total is less than 9 squared.
- It is the larger of two possible numbers.
Discuss strategies with the class. Answer: 39

4 Main activities Timing:

 Solve problems using divisibility rules (Teacher’s Resource Section 11.3 Up to 40 minutes
Main activity 3)
 Choose examples from the Learner’s Book and/or Workbook Exercise 11.3

5 Assessment opportunities:
 During the plenary

6 Differentiation opportunities:
 If learners are having difficulty with the problem (main teaching idea 3), suggest that they draw and
complete a table similar to the one in the Learner’s Book. Challenge more confident learners to make up a
similar problem to challenge their partner.

7 Plenary and reflection: Timing:

 Pose the following problem and ask learners to work in pairs to find a 10 minutes
solution:
Here is a Carroll diagram with four sections, A, B, C and D:

(a) Write a number that could go in section C. (Any odd number that is a
multiple of 3, e.g. 45.)
(b) Section B can never have any numbers in it. Explain why? (All multiples of 6
are multiples of 3.)
Discuss with learners, then write a model answer together.
Ask learners to reflect on the work done in the unit. What do they need to get
better at?

8 Homework (if required):

 Ask learners to make a poster on the tests of divisibility including those learnt in stages 4 and 5. (Tests for
2, 3, 4, 5, 6, 8, 9, 10, 25, 50 and 100.)

Notes:

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