ÌÇÐÄVlog

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ÌÇÐÄVlog

Last updated

27 September 2026

pptx, 952.45 KB
pptx, 952.45 KB
docx, 31.42 KB
docx, 31.42 KB
docx, 31.47 KB
docx, 31.47 KB
docx, 34.39 KB
docx, 34.39 KB

Year 6 Maths Problem Solving & Reasoning – ready-to-teach lesson using numbers to 10,000,000, with editable PowerPoint, pupil worksheet, answers and teacher overview.

What’s included
  • Editable PowerPoint presentation with retrieval, teacher modelling, guided practice, independent practice, reasoning, challenges and an exit ticket
  • Pupil worksheet with structured problem-solving and reasoning activities
  • Teacher answer sheet with answers and guidance, including open-ended questions
  • Teacher overview with lesson timings, teaching notes, common misconceptions, differentiation and assessment opportunities
Lesson focus

This Year 6 maths lesson brings together the key number and place value skills taught throughout the first week of the sequence.

Pupils use their knowledge of numbers to 10,000,000 to:

  • Solve place-value mystery number problems
  • Use clues to identify possible numbers
  • Compare and explain numbers using place value
  • Apply rounding knowledge to problem-solving situations
  • Identify and correct common misconceptions
  • Explore Always, Sometimes or Never statements
  • Explain and justify mathematical reasoning
  • Find multiple possible solutions to open-ended problems
  • Apply their knowledge to a Week 1 Mega Challenge

The lesson is designed to move pupils beyond simply finding an answer and towards explaining how they know their answer is correct.

Ideal for
  • Year 6 maths
  • KS2 maths
  • Whole-class teaching
  • Guided practice
  • Independent work
  • Maths intervention
  • Reasoning and problem solving
  • Revision and SATs preparation
  • End-of-week consolidation

This resource forms part of a structured Year 6 Maths sequence covering the Number & Place Value objectives in a logical progression.

All resources are editable, practical and designed to be ready to teach with minimal preparation.

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