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Number Year 6 Block 2 Week 5 - factors and common factors
Subject: Mathematics
Age range: 7-11
Resource type: Worksheet/Activity
Here you will find high quality resources that can be used in Mathematics and English lessons together with worksheets, presentations and lesson ideas.
Last updated
4 April 2022
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Factors, common factors and the highest common factor for Year 6 from Block 2 - Week 5
Differentiated worksheets with reasoning and problem solving for the rest of this week can be found here: https://www.tes.com/teaching-resource/number-year-6-block-2-week-5-factors-multiples-primes-prime-factors-square-numbers-and-cubes-12181791
In this lesson, pupils will gain fluency practice when finding factors, common factors and the highest common factor.
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Answers are provided.
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35 SATs Maths Questions And Answers With Worked Examples: Essential Maths Reasoning Practice For Year 6 [FREE]
Anantha Anilkumar
For Year 6, the toughest of their SATs maths questions are the reasoning questions.
With SATs 2023 coming up, your pupils need plenty of SATs exam practice to be familiar with both the types of SATs reasoning questions that can come up and the skills needed to answer them.
So here to make life easy for you we’ve put together a collection of 35 SATs maths questions, organised by the sorts of question that pupils can expect to encounter.
All these practice SATs questions have been based on questions from past SATs papers, our own free year 6 maths SATs papers , and our collections of year 6 reasoning questions that we put together for our Rapid Reasoning resource and which can help build stamina in maths .
The answers are all taken from the answer sheets we provide for each test paper.
Why The Focus On Maths Reasoning Questions For SATs?
Ever since the new national curriculum Key Stage 2 SATs in 2016, the emphasis in the all SATs papers has been very much on SATs reasoning questions. While there is one arithmetic paper, there are two reasoning papers; and the variety, breadth and level of challenge in the reasoning paper continues to impress us.
Most Year 6 pupils find the reasoning SATs maths questions the hardest part of these maths papers. Unsurprisingly! We teach thousands of pupils every week in the run up to SATs, and teaching them maths reasoning skills at KS2 is a big part of what we do.
We even recently took the decision to restructure our SATs lessons to introduce maths reasoning questions earlier in the learning journey as the level of challenge just at the end of the lesson was too high. So we feel the Year 6 teacher’s pain!
Whatever level pupils go on to perform at in maths, maths reasoning questions and numerical reasoning tests (such as those used by grammar and private schools) are likely to be a part of the practice they require.
If you find you have children in your class with much further to catch-up than the others then we may be able to support them with some personalised one to one tuition if you get in touch shortly.
35 SATs Maths Questions For KS2 Year 6 SATs
For the KS2 SATs tests, there are 7 types of maths reasoning question that are likely to come up:
- Single step worded problems
- Multiple step worded problems
- Problems involving measures
- Problems involving drawing
- Explanation questions
- Sequence questions
- Ordering questions
For each of these types we’ll examine an example SATs maths question from a previous SATs paper, looking at the question, the correct answer, and how to go about answering this question.
We’ll also look at further examples of each type of maths reasoning questions and answers from Third Space’s Rapid Reasoning resource, again with worked examples and an explanation of how to answer each.
Finally, at the end of this article we provide links to further Year 6 maths questions and assessments that you may find useful including plenty of arithmetic practice too.
Our aim is to provide you as part of your SATs practice with a sample of the types of KS2 SATs questions pupils can expect in the reasoning papers and how to teach the reasoning and problem solving skills they’ll need to answer them.
For more word problems like this, check out our collection of 2-step and multi-step word problems for you as well as tips on how to use the bar model to answer Year 6 word problems . For advice on how to teach children to solve problems like this, check out these maths problem solving strategies.
SATs Maths Question Type 1: Single step worded problems
The simplest type of reasoning question pupils are likely to encounter in the reasoning papers, single step problems are exactly that: pupils are asked to interpret a written question and carry out a single mathematical step to solve it.
Have a look at the question below:
Reasoning Question 1
Answer: 65p
A relatively easy question to interpret and solve – the first step is to recognise £2 and £1.35 as equivalent to 200 and 135. From here the simple mathematical step is subtraction i.e. 200-135=65.
The most crucial skill for primary school pupils in this question is a solid understanding of money as relating to place value. If this understanding is present, the mathematical step itself is quite easy.
Below are several more examples, taken from Third Space Learning’s Rapid Reasoning resources:
Reasoning Question 2
Answer : 7 hours 24 minutes
Pupils need to understand that one hour is equal to 60 minutes. From here the single mathematical step is short division: 444/60, with a remainder.
Reasoning Question 3
Answer : 48 cm 3
Pupils must calculate length by breadth by height, using the figures provided by the question.
Reasoning Question 4
Answer : 124 cm
A simple enough calculation (doubling) if pupils are aware that the diameter is twice the radius.
Reasoning Question 5
Answer : 7,590
A single, relatively simple rounding problem – pupils should recognise that ’94’ is the operative part of this figure.
SATs Maths Question Type 2: Multiple step worded problems
A more complex version of the single step worded problem, multi-step problems require pupils to interpret a written problem, but solving it then requires the use of two or three maths skills,
For example, consider this question from the 2019 KS2 maths SATs:
Answer: £1.85
This question encompasses three different maths skills: multiplying (and dividing) mixed numbers, addition and subtraction. Pupils can choose to work out the multiplication or division first, but must complete both before moving on.
Once these values have been worked out the next steps are relatively simple – adding the two values together, and subtracting the total from £5.
Multi-step problems are particularly valuable to include in practice tests because they require children to apply their knowledge of maths language and their reasoning skills several times across the course of a single question, usually in slightly different contexts.
More examples:
Answer : £5,520
There are two steps to this problem, but both are multiplications. The first is to work out how much money is made per day – 92 x £15. This sum is then multiplied by 4 – the number of days – to get to the solution.
Answer : 2,160 km
Another two step problem. The first step is to work out 10% of 5400 km. Then multiply this by 4 to solve 40%.
Answer : £43.50
There are three steps involved in solving this problem: multiplication (doubling £51 and £36 to find the cost of two adult and two child tickets), addition (putting the two costs together) and division (dividing the total by four to obtain the mean cost).
Given the number of steps involved it can be easy for pupils to make arithmetic mistakes, and the mark scheme accounts for this by allowing for one mistake – but no more.
Answer : 11.45 kg
A two-step problem again: multiplying 3.45 kg by 4, then subtracting 2.35 kg from the total. As with the previous problem, the mark scheme again allows for at most one arithmetic error, assuming the method is correct.
Year 6 Rapid Reasoning (Weeks 1-6)
Download 6 weeks of Rapid Reasoning slides for your Year 6 pupils and help them get a head start on preparing for the SATs reasoning papers.
SATs Maths Question Type 3: Problems involving measures
As their name suggests, these questions ask pupils to solve a problem that includes one or more units of measurement.
Take a look at this question from 2018’s Reasoning Paper 3:
Answer: 40 washes
This is a two step problem; pupils must first be able to read and convert kilograms to grams (and therefore know the relationship between the two units), then divide 2600 by 65 to work out the number of washes possible.
Questions involving measures tend to be few in number in the KS2 exam papers, but they often provide an excellent way to couch key maths skills such as the four operations.
Further examples:
Answer : 50g
A relatively simple division problem, relying on pupils having knowledge that 200g is one fifth of a kilogram.
Answer : 1.1kg
Another three step problem – multiplying 500 by 4 to get the total mass of the four melons, multiplying 300 by 3 to get the total mass of the remaining three melons, and then subtracting 2000 from 900 to obtain the mass of the fourth melon.
It’s worth noting that the mark scheme allows either 1.1kg or 1,100g as acceptable answers – the units of measurement are not as important as obtaining the current figure.
Answer : 216cm
Interesting to note that in this problem (unlike the previous example), the units for the answer are specified – an answer given in metres will be marked as wrong, since cm is specified in the answer box. This is why we encourage pupils to keep an eye on whether units are provided in the answer box.
Answer : 170g
As with the melon question there are three steps involved to solve this problem: working out the mass of the four cars (4 x 80), working out the mass of the remaining three cars (3 x 50) and subtracting 150 from 320 to get the mass of the fourth car.
SATs Maths Question Type 4: Problems involving drawing
Problems involving drawing require pupils to construct an accurate drawing by following a set of instructions, or through reflection, translation, or scaling.
This type of question is quite rare, but there are some notable exceptions, such as the infamous Question 21 in Paper 2 of the 2019 Reasoning SATs:
Answer: Any pair of lines that make a square of 4 units, a rectangle of 6 units, and a square of 25 units.
This question is considerably more complex than it appears, and incorporates aspects of multiplication as well as spatial awareness. One potential solution is to work out the area of the card (35), then work out the possible square numbers that will fit in (understanding that square numbers produce a square when drawn out as on a grid), and which then leave a single rectangle behind.
A lot of work for a single mark!
Some further examples:
Answer : Any quadrilateral made by joining the dots that has 3 acute angles e.g. an arrowhead shape.
Answer : An accurately drawn angle.
The mark scheme here allows some room for error – “between 34 and 36 degrees” is acceptable .
As with the question above, a small amount of room for error is given – “between 139 and 141 degrees”.
Answer : a new triangle drawn with points at (2,1), (5,1) and (2,4).
Translation can be tricky for pupils. Encourage them to look at the triangle as three points, and to translate each point separately rather than trying to move ‘the whole triangle’.
SATs Maths Question Type 5: Explanation questions
An early form of the ‘Prove X’ questions that come up in GCSEs, these problems ask children to explain a mathematical statement or error.
As an example:
Answer: If the distance from P to R is 800m and the distance from P to Q is (Q -> R x 4), it must be 4/5 of 800 = 640m. Therefore Olivia is wrong.
More than most problems, this type requires pupils to actively demonstrate their reasoning skills as well as their mathematical ones. Here pupils must articulate either in words or (where possible) numerically that they understand that Q to R is 1/5 of the total, that therefore P to Q is 4/5 of the total distance, and then calculate what this is via division and multiplication.
Further examples from TSL’s Rapid Reasoning resources:
Answer : No; 20/100 is the same as 20 divided by 100, which equals 0.2.
Answer : No; multiplication and division have the same priority, so in a problem like 40 x 6 ÷2, you would carry out the multiplication first as it occurs first.
The mark scheme notes that vague answers or any answers with a mathematical error are unacceptable.
Answer : No
Any explanation that provides a counter-example is acceptable e.g. “Not if the number is 1”, “Not for 0” etc.
Answer : Any answer that refers to the fact that there is a 5 in the hundreds place, AND a 9 in the thousands place, so that the number has to be rounded up as far as the ten-thousands place.
SATs Maths Question Type 6: Sequence questions
Another relatively simple kind of reasoning question, sequence problems involve pupils completing mathematical sequences.
Consider this example:
Answer: 35 , 42, 49, 56 , 63, 70
Number sequence questions, particularly those that involve linear sequences or (as in this case) times tables, come up relatively frequently in the SATs maths tests. The question’s instructions point clearly to the solution: work out what the increase between numbers is, then apply this via addition or subtraction to find the missing numbers.
Higher attaining pupils might quickly pick up that this is in fact the 7 times table and rely on their knowledge of multiplication facts to obtain the answer – this should be encouraged so long as they then check their answer in the normal method to ensure they haven’t made a mistake.
Answer(s) : 5/8 and 2 1/8 (OR 17/8)
Both answers must be correct to receive the mark. Pupils must recognise that 3/4 is the same as 6/8, so that the following number must be three eighths higher.
Answer(s) : -19 and 9
Answer(s) : 128, 135 and 156.
Answer(s) : -10 and 22
This question can be a little tricky; pupils need to work out that the marks on the line represent increments of 4, and count backwards and forwards in 4s to obtain the missing numbers.
SATs Maths Question Type 7: Ordering questions
A slightly more complex variation of the sequence question, ordering problems require pupils to put a set of numbers, fractions or measures in the correct order.
A good example is this question from Paper 2 of the 2018 SATs:
Answer: 3/5, 3/4, 6/5
This question throws a stick in the wheels by including an improper fraction, but this is hardly unusual. These sorts of questions are just the place to find other ‘curveballs’ such as equivalent fractions, mixed numbers and decimals and fractions combined.
A good knowledge of the fundamentals of fractions is essential here: pupils must understand what a larger denominator means, and the significance of a fraction with a numerator greater than its denominator.
Answer : D,C,A,B
Encourage pupils to convert all the fractions to one denominator value to make ordering easier.
Answer : (descending down the ‘Place’ column) 3rd, 5th, 2nd, 4th
As with the example above, pupils should be encouraged to convert the fractions to make it easier to order them.
Answer : C, B, D, A
Answer : D, A, C, B
7 Top Tips For Answering SATs Questions
Now that we’ve covered how to answer some specific types of reasoning questions, here are some more generic tips for success in the reasoning papers. They may not all be applicable to every single question type, but will apply to at least two, usually more.
- Get pupils in the habit for any practice paper of identifying what information they’re given in a question, and what they need to know to solve the problem. This helps them start to form the steps needed to find the solution.
- Ask pupils to ‘spot the maths’ in a question – which calculations or skills do they actually need to use to solve the problem? This is useful even for arithmetic questions – it’s no surprise how often children can misread a question.
- Check the units! Especially in questions involving multiple measures, it can be easy to give the answer in the wrong one. The answer box might give a specific unit of measurement, so pupils should work to give their answer in that unit.
- In a similar vein, remind pupils to convert different units of measurement in a question into the same unit to make calculations easier e.g. kg to g.
- Encourage numerical answers where possible. Even in explanation questions demonstrating the mathematical calculation is a better explanation than trying to write it out.
- The bar model can be a useful way of visualising many different types of questions, and might make it easier to spot the ‘steps’ needed for the solution.
- Check your working out! Even if the working is ultimately irrelevant to the question, you can lose marks if it is wrong.
More SATs Questions and Maths Revision Resources
- 75 KS2 SATs Questions Reasoning and Arithmetic practice questions by topic – includes fractions, decimals, percentages; place value; addition and subtraction.
- 20 Year 6 SATs revision maths worksheets and more
- Third Space Learning’s recommended programme of maths revision for year 6
- KS2 SATs Papers 2016
- KS2 SATS Papers 2017
- KS2 SATs Papers 2018
- KS2 SATs Papers 2019
- KS2 SATs Paper 2022
- And for hundreds more free and premium maths resources join the Third Space Learning Mathshub .
Online 1-to-1 maths lessons trusted by schools and teachers Every week Third Space Learning’s maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress. Since 2013 we’ve helped over 80,000 primary and secondary school pupils become more confident, able mathematicians. Learn more or request a personalised quote to speak to us about your school’s needs and how we can help.
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FREE KS2 maths SATs practice papers
Get ready for SATs with this set of 6 maths SATs practice papers designed to help your Year 6 pupils improve test skills and build confidence.
Includes: - 2 arithmetic and 4 reasoning papers that follow the National Curriculum Assessments. - Mark schemes to diagnose and assess where your pupils need extra support.
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Resources tagged with: NC Yr 6
Filter by: Content type: ALL Problems Articles Games Age range: All 5 to 11 7 to 14 11 to 16 14 to 18 Challenge level:
There are 50 NRICH Mathematical resources connected to NC Yr 6 , you may find related items under NC .
4 by 4 Mathdokus
Age 7 to 14 challenge level.
Can you use the clues to complete these 4 by 4 Mathematical Sudokus?
Different Deductions
Age 7 to 11 challenge level.
There are lots of different methods to find out what the shapes are worth - how many can you find?
Name That Triangle!
Can you sketch triangles that fit in the cells in this grid? Which ones are impossible? How do you know?
Number Lines in Disguise
Some of the numbers have fallen off Becky's number line. Can you figure out what they were?
Price Match
Can you find pairs of differently sized windows that cost the same?
Finding 3D Stacks live
Can you find a way of counting the spheres in these arrangements?
Extending Fraction Bars
Can you compare these bars with each other and express their lengths as fractions of the black bar?
More Fraction Bars
What fraction of the black bar are the other bars? Have a go at this challenging task!
Always, Sometimes or Never? Shape
Are these statements always true, sometimes true or never true?
Always, Sometimes or Never? Number
Round the Three Dice
What happens when you round these three-digit numbers to the nearest 100?
Round the Four Dice
This activity involves rounding four-digit numbers to the nearest thousand.
Use the information on these cards to draw the shape that is being described.
Dicey Perimeter, Dicey Area
In this game for two players, you throw two dice and find the product. How many shapes can you draw on the grid which have that area or perimeter?
Domino Sets
How do you know if your set of dominoes is complete?
Making Spirals
Can you make a spiral for yourself? Explore some different ways to create your own spiral pattern and explore differences between different spirals.
Round a Hexagon
This problem shows that the external angles of an irregular hexagon add to a circle.
Have a look at this data from the RSPB 2011 Birdwatch. What can you say about the data?
So It's Times!
How will you decide which way of flipping over and/or turning the grid will give you the highest total?
After training hard, these two children have improved their results. Can you work out the length or height of their first jumps?
Button-up Some More
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Counting Cogs
Which pairs of cogs let the coloured tooth touch every tooth on the other cog? Which pairs do not let this happen? Why?
Doughnut Percents
A task involving the equivalence between fractions, percentages and decimals which depends on members of the group noticing the needs of others and responding.
Next Size Up
The challenge for you is to make a string of six (or more!) graded cubes.
It Was 2010!
Age 5 to 11 challenge level.
If the answer's 2010, what could the question be?
Age 7 to 16 Challenge Level
What can you see? What do you notice? What questions can you ask?
Treasure Hunt
Can you find a reliable strategy for choosing coordinates that will locate the treasure in the minimum number of guesses?
First Connect Three
Add or subtract the two numbers on the spinners and try to complete a row of three. Are there some numbers that are good to aim for?
This challenge is a game for two players. Choose two of the numbers to multiply or divide, then mark your answer on the number line. Can you get four in a row?
Factor-multiple Chains
Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?
Fraction Fascination
This problem challenges you to work out what fraction of the whole area of these pictures is taken up by various shapes.
Triangles All Around
Can you find all the different triangles on these peg boards, and find their angles?
Diagonal Sums
In this 100 square, look at the green square which contains the numbers 2, 3, 12 and 13. What is the sum of the numbers that are diagonally opposite each other? What do you notice?
Ten Hidden Squares
These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?
Orange Drink
A 750 ml bottle of concentrated orange squash is enough to make fifteen 250 ml glasses of diluted orange drink. How much water is needed to make 10 litres of this drink?
Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?
Sponge Sections
You have been given three shapes made out of sponge: a sphere, a cylinder and a cone. Your challenge is to find out how to cut them to make different shapes for printing.
Factor Lines
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Would You Rather?
Would you rather: Have 10% of £5 or 75% of 80p? Be given 60% of 2 pizzas or 26% of 5 pizzas?
Plenty of Pens
Amy's mum had given her £2.50 to spend. She bought four times as many pens as pencils and was given 40p change. How many of each did she buy?
Mystery Matrix
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
The Moons of Vuvv
The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?
Where Are They?
Use the isometric grid paper to find the different polygons.
Rectangle Tangle
The large rectangle is divided into a series of smaller quadrilaterals and triangles. Can you untangle what fractional part is represented by each of the shapes?
Pumpkin Pie Problem
Peter wanted to make two pies for a party. His mother had a recipe for him to use. However, she always made 80 pies at a time. Did Peter have enough ingredients to make two pumpkin pies?
Quadrilaterals
How many DIFFERENT quadrilaterals can be made by joining the dots on the 8-point circle?
Two and Two
Age 11 to 16 challenge level.
How many solutions can you find to this sum? Each of the different letters stands for a different number.
Making Cuboids
Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?
Round and Round the Circle
What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.
Doplication
We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?
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Factors problem solving year 4
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Figure out math question
For those who struggle with math, equations can seem like an impossible task. However, with a little bit of practice, anyone can learn to solve them.
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Factors and Multiples Worksheet
Factor pairs year 4 multiplication and division resource pack.
Questions 1, 4 and 7 (Problem Solving) Developing Find the missing number from a given factor pair and clues. Includes known facts of the 3, 4, 6 and 8 times
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Using scale factors
Home learning focus.
Learn how to use scale factors to enlarge shapes using your multiplication and division knowledge.
This lesson includes:
- a learning summary
- two quizzes
- an activity
A scale factor is when you enlarge a shape and each side is multiplied by the same number. This number is called the scale factor.
Maps use scale factors to represent the distance between two places accurately. Without the scale, the map would just be a drawing.
Scale factors are also used by architects when they are drawing plans for a new house or building. The scale factor lets the constructors know the accurate length and height of what they are building. Watch this video to find out more.
Look at these two shapes.
If A is the original shape, what has happened to each side to create B ?
Each side has doubled in length so it has been multiplied by 2. This means A has been enlarged by a scale factor of 2 .
What is the scale factor of enlargement from shape A to B ?
Look at the relationship between the two measurements.
Use your times tables knowledge - what do you multiply 3 by to get 33?
3 cm x ___ = 33 cm
You multiply by 11!
The scale factor is 11 .
You can also use scale factors to find out the original measurement of a shape. Just use the inverse of multiplication, which is division.
Work out the original length of a side that had been enlarged by a scale factor of 7.
You already know what the result of the enlargement is (49 cm) and that the scale factor is 7.
Remember, when enlarging a shape, you multiply the original length by the scale factor:
original length x 7 = 49 cm
You can work backwards and use the inverse operation which is division:
49 ÷ 7 = 7 cm
The original size of the length before enlargement is 7 cm .
Practise using scale factors in this quiz. If you have a printer at home, here's some squared paper you can download to help with today's activity.
See if you can put what you learned about scale factor to the test with this quiz.
Practise what you know about scale factors in this worksheet from Twinkl.
Scale factors worksheet
from Twinkl
Click here for the answer sheet
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Common Factors Year 6 Four Operations Resource Pack
Step 9: Common Factors Year 6 Resource Pack
Common Factors Year 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 2.
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What's included in the pack?
This pack includes:
- Common Factors Year 6 Teaching PowerPoint.
- Common Factors Year 6 Varied Fluency with answers.
- Common Factors Year 6 Reasoning and Problem Solving with answers.
National Curriculum Objectives
Mathematics Year 6: (6C5) Identify common factors, common multiples and prime numbers
Differentiation: Varied Fluency Developing Questions to support understanding common factors, using knowledge of the 2, 3, 4, 5 and 10 times tables. Expected Questions to support understanding common factors, using knowledge of times tables up to 12. Greater Depth Questions to support finding common factors beyond 12, as well as the lowest common factor, using knowledge of known times tables facts.
Reasoning and Problem Solving Questions 1, 4 and 7 (Reasoning) Developing Explain which number is the odd one out when investigating common factors using knowledge of the 2, 3, 4, 5 and 10 times tables. Expected Explain which number is the odd one out when investigating common factors using knowledge of times tables up to 12. Greater Depth Explain which number is the odd one out when investigating common factors beyond 12 using knowledge of known times tables facts.
Questions 2, 5 and 8 (Problem Solving) Developing Find the pair of numbers with the most common factors up to a given number. Includes common factors using knowledge of the 2, 3, 4, 5 and 10 times tables. Expected Find the pair of numbers with the most common factors up to a given number. Includes using knowledge of times tables up to 12. Greater Depth Find the pair of numbers with the most common factors up to a given number.
Questions 3, 6 and 9 (Reasoning) Developing Prove the solution to a word problem by finding common factors using knowledge of the 2, 3, 4, 5 and 10 times tables. Expected Prove the solution to a word problem by finding common factors using knowledge of times tables up to 12. Greater Depth Prove the solution to a word problem by finding common factors beyond 12 using knowledge of known times tables facts.
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Year 6 Multiplication and Division: Multiples, factors and prime numbers. This in-depth Maths Investigation will develop maths meta-skills, and enable children to learn to think mathematically and articulate mathematical ideas. In-depth Investigation: Magic Multiplication Squares
Included are a range of year 6 maths problem-solving activities. ... 6 algebra percentages year 6 order of operations year 6 common factors year 6 read and write numbers to 10 000 000 . Use this comprehensive range of year 6 maths problem-solving, fluency and reasoning resources to help your little ones develop these important maths skills. ...
Year 6 Diving into Mastery: Step 7 Multiply up to a 4-Digit Number by a 2-Digit Number Teaching Pack Year 5 Diving into Mastery: Step 3 Factors Teaching Pack Year 6 Diving into Mastery: Division to Solve Problems Teaching Pack Year 6 Diving into Mastery: Step 3 Common Multiples Teaching Pack
Reasoning and Problem Solving Step 9: Common Factors National Curriculum Objectives: Mathematics Year 6: (6C5) Identify common factors, common multiples and prime
pdf, 406.94 KB Factors, common factors and the highest common factor for Year 6 from Block 2 - Week 5 Differentiated worksheets with reasoning and problem solving for the rest of this week can be found here: https://www.tes.com/teaching-resource/number-year-6-block-2-week-5-factors-multiples-primes-prime-factors-square-numbers-and-cubes-12181791
Reasoning and Problem Solving Step 6: Calculating Scale Factors National Curriculum Objectives: Mathematics Year 6: (6R3) Solve problems involving similar shapes where the scale factor is known or can be found Differentiation: Questions 1, 4 and 7 (Problem Solving) Developing Use given clues to identify the scale factor used. Involving whole ...
Factors, Multiple and Primes - Short Problems This is part of our collection of Short Problems. You may also be interested in our longer problems on Factors, Multiples and Primes. Printable worksheets containing selections of these problems are available here. Divisible Digits Age 11 to 14 Short Challenge Level
There are two steps to this problem, but both are multiplications. The first is to work out how much money is made per day - 92 x £15. This sum is then multiplied by 4 - the number of days - to get to the solution. Reasoning Question 3 Answer: 2,160 km Another two step problem. The first step is to work out 10% of 5400 km.
Find the free maths schemes and all related teaching resources for each of the year groups. View our Maths resources from White Rose Maths.
A task involving the equivalence between fractions, percentages and decimals which depends on members of the group noticing the needs of others and responding. Next Size Up Age 7 to 11 Challenge Level Primary Curriculum Linked The challenge for you is to make a string of six (or more!) graded cubes. It Was 2010! Age 5 to 11 Challenge Level
Download this high-quality year 6 teaching pack from Twinkl's 'Diving into Mastery' range that is compatible with the White Rose Maths small step 'Using Scale Factors'. This mastery resource also covers the year 6 national curriculum aim 'Solve problems involving similar shapes where the scale factor is known or can be found.'.
Year 4 Factor Pairs Reasoning and Problem Solving Questions 1, 4 and 7 (Problem Solving) Developing Find the missing number from a given factor pair and clues. Includes known facts of the 3, 4, 6 and 8 times
A scale factor is when you enlarge a shape and each side is multiplied by the same number. This number is called the scale factor. ... Take a look at our other Year 6 and P7 Maths Lessons. 7 - 11 ...
Common Factors Year 6 Reasoning and Problem Solving with answers. National Curriculum Objectives Mathematics Year 6: (6C5) Identify common factors, common multiples and prime numbers Differentiation: Varied Fluency Developing Questions to support understanding common factors, using knowledge of the 2, 3, 4, 5 and 10 times tables.
This PowerPoint provides a range of maths mastery activities based around the Year 6 objective "solve problems involving similar shapes where the scale factor is known or can be found." Scale factors can be among the trickier Maths topics to teach, which is why it's usually left until children are approaching the end of their primary education.