The Year 6 Reason from Known Facts PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
related facts: Also known as fact families, there are a group of four calculations that are created using the same three numbers, for example: 2 + 5 = 7
5 + 2 = 7
7 – 2 = 5
7 – 5 = 2
This can also be used to identify derived facts, for example 20 + 50 = 70.
inverse operations: Used to check working out or to find a starting number by using the opposite operation. Addition is the inverse of subtraction and vice versa. Multiplication is the inverse of division and vice versa.
powers of 10: When ten is multiplied by itself a certain number of times (when the power is a positive integer). For example: 10,000 means 10 x 10 x 10 x 10 (10 to the power of 4).
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Completing related facts from bar models; adjusting a known fact.
Support
• Q1: Complete four related facts from a bar model. Number sentences provided.
• Q2: Using a given addition or subtraction fact, reorder, use the inverse and adjust one number in the calculation by 1 or 10 to answer other calculations.
• Q3: Using a given multiplication or division fact, scale, use the inverse, double, or add another group to one number in the calculation to answer other calculations.
Core
• Q1: Write four related facts from a bar model.
• Q2: Using a given addition or subtraction fact, reorder, scale, use the inverse and adjust one number in the calculation by 1, 10 or 100 to answer other calculations.
• Q3: Using a given multiplication or division fact, scale, use the inverse, double or halve, or add another group to one number in the calculation to answer other calculations.
Stretch
• Q1: Calculate a missing part or whole, then write four related facts from a bar model.
• Q2: Using a given addition or subtraction fact, use the inverse, scale, and adjust one or both numbers in the calculation by 1, 10 or 100 to answer other calculations.
• Q3: Using a given multiplication or division fact, scale, use the inverse, double, or add another group to one or both numbers in the calculation to answer other calculations.
Reasoning and Problem Solving
Support
• Q1: Reasoning – explain whether a character has correctly changed a multiplication using a known fact and an area model; one group is added, with a useful fact.
• Q2: Reasoning – explain whether a character is correct about two area models, with useful facts given.
• Q3: Problem Solving – calculate numbers from a known fact by completing one step.
Core
• Q1: Reasoning – explain whether a character has correctly changed a multiplication using a known fact and an area model; one number increases by one.
• Q2: Reasoning – explain whether a character is correct about two area models after doubling or halving.
• Q3: Problem Solving – calculate numbers from a known fact by completing two steps.
Stretch
• Q1: Reasoning – explain whether a character has correctly changed a multiplication using a known fact and an area model; two groups are added or a division fact is used first.
• Q2: Reasoning – explain whether a character is correct about two area models when sides are multiplied by 10 or 4, not doubled.
• Q3: Problem Solving – calculate numbers from a known fact by completing three steps.
Deeper Reasoning
The questions in this set focus on problem solving with known facts to deepen understanding in performing mental calculations, including with mixed operations and large numbers, and solving problems involving addition, subtraction, multiplication and division.
