1. Implementation
Review the mathematical concept.
Review the problem solving steps.
READ: Children read the part that is asking them to find something out.
UNDERSTAND: Children explain what they need to find out.
Children identify what information they will need to find it out.
Remove the coloured rectangle.
Children find the information they need to find it out.
CHOOSE A STRATEGY: Children identify strategies that they could use to find it out.
USE A STRATEGY: Children use a strategy to find it out.
Children record their thinking as they find it out.
CHECK: Children reread the part that asked them to find something out.
Children check that they have found it out.
Children check they have recorded their solution correctly.
Children follow the problem solving steps to solve the 2nd level of the problem, with minimal teacher guidance.
Children who solve the 2nd level, follow the problem solving steps to solve the 3rd level of the problem independently.
Children use the problems as a guide to create their own problem, either alone or in pairs/small groups.
Children solve their own problem.
Throughout the lesson, children share solution strategies.
At the end of the lesson, children explain how they created their own problems.

2. Highest Common Factors
Problem Solving
Highest Common Factors
Toni bought 44 jellies and 24 party favours for a party.
She divided the jellies and party favours into party bags.
What is the highest number of bags that she could have so that each bag has an equal number of jellies and an equal number of party favours?
Toni bought 25 jellies and 45 party favours for a party She divided the jellies and party favours into party bags. What is the highest number of bags that she could have so that each bag has an equal number of jellies and an equal number of party favours?
Multiplication and Division 20
Create your own problem! Now solve it!

3. Highest Common Factors
Problem Solving
Highest Common Factors
Alex has 36 packets of crayons and 21 packets of pencils.
Alex divided the packets of crayons equally and the packets of pencils equally between some children.
What is the greatest number of children there could be?
Alex has 49 packets of crayons and 28 packets of pencils.
Alex divided the packets of crayons equally and the packets of pencils equally between some children.
What is the greatest number of children there could be?
Multiplication and Division 20
Create your own problem! Now solve it!

4. Highest Common Factors
Problem Solving
Highest Common Factors
Multiplication and Division 20

5. Highest Common Factors
Problem Solving
Highest Common Factors
The highest common factor of two numbers is 5.
What could the numbers be?
The highest common factor of two numbers is 11.
What could the numbers be?
The highest common factor of two numbers is 15.
What could the numbers be?
Multiplication and Division 20
Create your own problem! Now solve it!

6. Highest Common Factors
Problem Solving
Highest Common Factors
The highest common factor of three numbers is 7.
What could the numbers be?
The highest common factor of three numbers is 12.
What could the numbers be?
The highest common factor of three numbers is 20.
What could the numbers be?
Multiplication and Division 20
Create your own problem! Now solve it!

7. Highest Common Factors
Problem Solving
Highest Common Factors
Mary is making lolly bags.
She has 36 chocolate bars, 18 lollipops and 12 gummy bears.
All bags must have the same number of each item.
What is the greatest number of lolly bags she can make without any items left over?
Mary is making lolly bags.
She has 22 chocolate bars, 11 lollipops, and 33 gummy bears.
All bags must have the same number of each item.
What is the greatest number of lolly bags she can make without any items left over?
Multiplication and Division 20
Create your own problem! Now solve it!