Learning Intention :I can recognise how multiplication and division are connected and use them to check answers.  

Hook: 
Sheet 1, Sheet 2? Keys to Success.

Mini Lesson:
Model a fact family on the board (e.g. 6 × 4 = 24, 24 ÷ 4 = 6).

Explain the concept of inverse: multiplication and division are opposite operations.

Show how using the inverse helps solve missing number problems.

Activity:

• Use fact families to build inverse understanding.

• E.g.
  6 × 4 = 24
  4 × 6 = 24
  24 ÷ 4 = 6
  24 ÷ 6 = 4
  
  

• Students play a "fact family triangle" card game to match three related facts.
  
  

• Create a multiplication/division flipbook: one side shows multiplication, the other shows the inverse.

Independent/Guided:

Fact Family Flipbook: Students create their own flipbooks for multiplication and division of fact families (e.g. 3×4=12, 4×3=12, 12÷4=3, 12÷3=4).

Challenge Extension: Ask students to apply fact families to solve simple word problems.

Support: Use counters, visuals, and small number facts.

Extension: Challenge with two-step problems using inverse operations (e.g. “I multiplied a number by 4 and got 36. What was my number?”) 

Reflection
“What does it mean when we say multiplication and division are inverse?”

Pair-share: “Give me a real-life example where you might use inverse operations.”

Learning Intension: I can use inverse operations to find unknown values in number sentences.  

Hook: 
Number riddle: “I’m thinking of a number. I multiplied it by 5 and got 35. What’s my number?” Students work silently, then share. 

Mini Lesson:
Model solving an equation like □ × 6 = 42 using inverse operations.

Link to real-life contexts: “If a box holds 6 drinks, how many boxes are needed for 42 drinks?”

Show how we can ‘undo’ operations using the opposite (e.g. divide to undo multiply).

Independent/Guided:
Students complete a Missing Number Mystery Sheet with real-life problems (e.g. total costs, equal sharing).

Partner task: Each student writes two problems with an unknown number, swaps with a partner to solve.

Support: Use number lines or structured number problems.

Extension: Introduce multi-step equations or equations with two unknowns (e.g. 2 × □ + 4 = 18). 

Reflection
“How did using the inverse help you solve a problem today?”

Quick write: “If you know 7 × 6 = 42, what else do you know?”

Learning Intension: I can solve equations using brackets and understand the correct order to do operations.  

Hook: 
“Solve it two ways” task:

What’s 4 + 3 × 5?

What’s (4 + 3) × 5?

Discuss the difference – introduce brackets as grouping tools.

Mini Lesson:
Introduce BIDMAS/PEDMAS: Brackets, Index, Division/Multiplication, Addition/Subtraction (only using brackets and operations here).

Model simple problems with and without brackets. Emphasise the difference in order.

Independent/Guided:

Students complete a Brackets Equation Sort: match an equation with its answer and explain why brackets change the result.

Students then write 3 of their own bracketed equations and swap with a partner to solve.

Support: Use visual blocks or colour-coded cards for each step.

Extension: Solve and create bracket equations with two operations and larger numbers. 

Reflection
“Why do brackets matter?”

Whiteboard challenge: create a number sentence that equals 24 using brackets.

Hook: 
As a class, complete 'Packing Peanuts'. Students may use mini whiteboards to help them in their working out. 

Mini Lesson:
Introduce today's high ceiling task 'Find the Number'.

Independent/Guided:

Students are to go through the clues of 'Find the Number A'. They are to use the number grid to help them in their working out- crossing off the numbers that the answer is not, determined by the clues. 

Reflection
Work it out as a class- could your number be a possibility?