Year 6 - Maths
Problem solving using knowledge of the composition of powers of 10
Understand place value within numbers with up to 7 digits
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will identify and place the position of 6-digit multiple of one thousand numbers, on a marked, but unlabelled number line They will read scales in graphing and measures contexts by using their knowledge of the composition of 10,000 and 100,000.
Lesson Summary
You will learn to solve problems using knowledge of the composition powers of 10.
Key Notes
- An understanding of the composition of the powers of 10 supports us when we solve problems.
- If we know one-quarter of 1,000 is 250, we know one-quarter of 1,000 thousands (1,000,000) is 250 thousands (250,000)
- Just as with smaller numbers, word problems can be represented visually as a bar model.
- A bar model supports us to form an equation to then solve.
Vocabulary To Learn
- Million: One million is composed of 1,000 thousands. One million is written as a one followed by six zeros.
Common Mistakes To Avoid
- Children may misinterpret a word problem especially where they are insecure on the key words such as 'difference' or 'how much more'.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
An understanding of the composition of the powers of 10 supports us when we solve problems. If we know one-quarter of 1,000 is 250, we know one-quarter of 1,000 thousands (1,000,000) is 250 thousands (250,000).
2. Use this key word in a maths sentence and explain it clearly. 'Million'
One million is composed of 1,000 thousands. One million is written as a one followed by six zeros. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Children may misinterpret a word problem especially where they are insecure on the key words such as 'difference' or 'how much more'. Correction: Teacher should model own thoughts when problem solving and encourage children to represent the word problems in a bar model. Construct bar models alongside a retelling of the problem so children can see where the mathematics is found.
More Lessons In This Unit
Browse all guides in the Year 6 Maths guide library.