Year 6 Addition and Subtraction/Multiplication and Division
Ready-to-Progress Assessment Mark Scheme
Answer Assessment Focus Possible Misconceptions and Interventions
1 2 marks 200 × 5 = 1000 6AS/MD–1 Children may struggle to be able to identify the additive relationship and the
multiplicative relationship between numbers.
1 mark for four or five 200 + 800 = 1000 Use the additive/multiplicative
correct answers relationship between numbers to They may struggle to identify and use their place value understanding to
3500 = 700 × 5 solve problems help them find missing numbers in a calculation.
2 marks for all six
correct answers 3500 = 3495 + 5
20 = 0.2 + 19.8
20 = 0.2 × 100
2 1 mark 6AS/MD–2 Children may not recognise the relationship between related calculations.
1 mark for both incorrect 640 × 260 = 166 400 16 640 ÷ 260 = 640 Use a given calculation to They may struggle to apply their understanding of place value and inverse
calculations circled complete a related calculation relationships between multiplication and division.
using place value and the
6.4 × 26 = 166.4 16 640 = 64 × 2600 understanding of the relationship
between multiplication
and division
3 2 marks For every 6 circles, there will be 4 triangles. 6AS/MD–3 Children may struggle to understand the language and structure of ‘For
every…, there are…’ questions.
1 mark for two For every 6 triangles, there will be 9 circles. Solve problems using ratio
correct answers relationships using the language They may find it difficult to use the ratio relationship between the objects to
If there are 20 shapes, there will be 12 circles. ‘For every…, there are…’ solve related problems.
2 marks for all three
correct answers Children may not understand that if the quantity of one object in this sort
of relationship is increased, the ratio of one object to the other is still
preserved and can be used to help find the number of the other object that
it shares the ratio relationship with.
4 2 marks 5 × 400 + 800 = 7 × 400 6AS/MD–2 Children may not recognise the relationship between related calculations.
1 mark for each correct Use a given calculation to They may struggle to use the compensation property of addition and
calculation complete a related calculation multiplication to solve a related calculation.
6 × 0.5 = 3 × 0.5 + 1.5 using the compensation
properties of addition and
multiplication
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Answer Assessment Focus Possible Misconceptions and Interventions
5 1 mark 6AS/MD–1 Children may struggle to identify the additive relationship and the
multiplicative relationship between numbers.
1 mark for all three boxes Understand that numbers
completed correctly
× 100 × 100 can be related additively and They may find it difficult to apply their place value understanding to
multiplicatively calculate the missing numbers.
0.78 78 7800
+ 77.22 + 7722
6 2 marks
60 530 + 32 485 = 93 015
6AS/MD–2 Children may not recognise the relationship between related calculations.
1 mark for each Use a given calculation to They may struggle to use the compensation property of addition to help
correct answer 33 485 + 59 530 = 93 015 complete a related calculation them solve a related calculation.
using using the compensation
property of addition
956.8 – 764.5 = 192.3
906.8 – 714.5 = 192.3
7 1 mark Leo = 20kg 6AS/MD–4 Children may struggle to solve problems with two unknowns that have only
one solution.
1 mark for both Solve a problem with two
masses correct unknowns that has one solution They may find it difficult to identify the relationship between the two
Jack = 40kg by identifying the first unknown unknowns and use this information to help them find the value of each.
and using this to calculate the
second unknown
8 2 marks 2.5, 10, 40, 160, 640, 2560 6AS/MD–1 Children may struggle to be able to identify the additive relationship and the
multiplicative relationship between numbers in a sequence.
1 mark for each correctly Solve sequence problems that
completed sequence use the additive/multiplicative They may assume that sequences that share the same terms at the start of
2.5, 10, 17.5, 25, 32.5, 40 relationship between numbers the sequence will also share the same sequence rule.
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Answer Assessment Focus Possible Misconceptions and Interventions
9 3 marks a) 720ml milk 6AS/MD–3 Children may find it difficult to adjust a given recipe by scaling up or down,
multiplying or dividing the quantities to find the amount of each ingredient
a) 1 mark for four or five 22 teaspoons of yoghurt Solve problems by scaling a recipe required for different servings.
correct quantities 1 banana up by a given amount
2 marks for all six correct 1000g raspberries
quantities 300g blueberries
20 teaspoons of honey
b) 1 mark b) 12 people
10 2 marks a) 57 points 6AS/MD–3 Children may struggle to understand the language and structure of ‘For
every… there are…’ questions.
1 mark for a) Solve problems using ratio
b) Krystian = 23
answered correctly relationships They may find it difficult to understand that they can use the ratio
relationship between the objects to solve related problems.
1 mark for both answers Sana = 69
in b) correct Children may not understand that if the quantity of one object in this sort
of relationship is increased, the ratio of one object to the other is still
preserved and can be used to help find the number of the other object that
it shares the ratio relationship with.
11 2 marks 8 × 250 = 500 × 4 6AS/MD–2 Children may not recognise the relationship between related calculations.
1 mark for two Use a given calculation to They may struggle to use the compensation property of addition and
20 × 450 = 900 × 10
correct answers complete a related calculation multiplication to help them solve a related calculation.
using using the compensation
2 marks for all three 18 × 18 = 9 × 36
property of addition and
correct answers multiplication
12 2 marks £1.25 6AS/MD–4 Children may struggle to solve problems with two unknowns that have only
one solution.
2 marks for the Solve a problem with two
correct answer unknowns that has one solution They may find it difficult to identify the relationship between the two
by identifying the first unknown unknowns and use this information to help them find the value of each.
and using this to calculate the
second unknown
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