_{Utilising Frayer models, the children  consolidated their knowledge of both the definition and characteristics of ‘factors’ 🔢📕. The children were able to devise their own examples and non-examples, presenting their ideas to their peers.} 

^{The children revised their knowledge of factor pairs, creating their own product pyramids. 🔢🧱We then explored ways to partition larger numbers to form mentally accessible calculations. 📕}