Spring Block 2

Algebra

© White Rose Education 2022

 Year 6 | Spring term | Block 2 – Algebra

Small steps

Step 1 1-step function machines

Step 2 2-step function machines

Step 3 Form expressions

Step 4 Substitution

Step 5 Formulae

Step 6 Form equations

Step 7 Solve 1-step equations

Step 8 Solve 2-step equations

© White Rose Education 2022

 Year 6 | Spring term | Block 2 – Algebra

Small steps

Step 9 Find pairs of values

Step 10 Solve problems with two unknowns

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 1

1-step function machines

Notes and guidance Key questions

In this small step, children begin to formally look at algebra for • How does the function machine work?
the first time by exploring function machines. This builds on
their work in earlier years using operations and their inverses
• What is the difference between an input and an output?

to find missing numbers. • If you know the input and function, how can you work out
the output?
Children need to learn the meanings of the terms “input”,
“output”, “function” and “rule”. At first, they are given a number, • If you know the output and function, how can you work out
told what to do to it using any of the four operations and the input?
calculate the output. They then move on to finding the input • What is the inverse of ?
from a given output, using inverse operations.
• Does your rule work for all the sets of numbers?
Finally, children explore examples where the input and
output are given, but the function is not. They should recognise
that one rule may fit for some of the numbers given, but not Possible sentence stems
for all, and that they need to find a rule that works for all
the numbers. • If the input is , the output is

• If I know the output, I need to …

Things to look out for • If the input is and the output is , then the
function is
• Children may carry out the function on the output when
working out the missing input, rather than using the
inverse operation. National Curriculum links
• Children may find a function that works for some of the • Use simple formulae
numbers given, but not all. • Generate and describe linear number sequences

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 1

1-step function machines

Key learning
• Mo has made a function machine. • The function machine shows the output, but not the input.
input output input output
If the input
+7 is 5, the output +5 6
is 12

If the input is 7, what is the output? Talk to a partner about how you can work out the input.
If the input is 4,023, what is the output?

• Complete the table for the function machine.

• Work out the missing inputs.
 input output input output
input output
21 5.5
−5 ×3 + 0.5
0.6 20.6

Input 5 23 5.1 23.2 0 –3 –5

Output
• What are the missing functions?
input output input output
• Complete the table for the function machine.
input output 15 5 15 5

×4 9 −1 9 3

33 23 33 11
Input 3 10 0 2.5 0.25 7 70

Output What do you notice?

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 1

1-step function machines

Reasoning and problem solving

Jo and Ron are working out the Tiny is working out the
rule for the function machine. missing number.

input output
Input 9 7 3.5 –2
4 44
Output 19 17 13.5

The rule is
+ 40 The missing
number is –12
Either could
8
Jo be correct.

The rule is
× 11

Ron

Explain Tiny’s mistake.

Who do you agree with?
What is the missing number?
Explain your answer.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 2

2-step function machines

Notes and guidance Key questions

In this small step, children move on to explore function • Which function should you apply first?
machines with two steps.
• What happens if you do not follow the functions in the
As with 1-step machines, they start by looking at examples correct order?
where the input is given and they need to find the output, using
a mix of any of the four operations. Discuss why it is important
• What is the inverse of ?

that they follow the order of the functions; for example, the • When given the output, which function should you do first?
output of × 5 then + 3 will be different from + 3 then × 5 • What is the input if the output is ?
Children then move on to finding the input when the output is • What is the missing function if the input is , the output
known by using the inverse of each function, recognising is ____ and one of the functions is ?
that they need to start with the second function when
working backwards. • Does it always matter what order you apply the functions?

Children then look at problems where the input and output are
given, but one of the two functions is missing. They may choose Possible sentence stems
to do this problem working forwards or backwards.
• First, I am going to , then I am going to

• If the input is , then the output is

Things to look out for • The inverse of then is then

• Children may not follow the order of the functions, and it is National Curriculum links
important to explore the effect this can have.
• Use simple formulae

• When finding the input, children may do the inverse of the • Find pairs of numbers that satisfy an equation with two unknowns
first function first. • Enumerate possibilities of combinations of two variables

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 2

2-step function machines

Key learning
• Here is a 2-step function machine. • Work out the missing inputs.
input output input output

×2 +1 8
+ 10 −3
23
If the input is 5, what is the output?
If the input is 10, what is the output? input output

• Complete the tables for the function machines.

×4 +5
13
input output input output
45
+2 ×3 ×3 +2

Input 3 4 5 10 Input 3 4 5 10 • What are the missing functions?

input output
Output Output
3 16
What do you notice? ×5
25 126

• I think of
a number, double it,
input output

then add 4 29 10
÷2
What answer will Max get if he thinks of 20? 11 1
What number would Max need to think of to get the
answer 20?
© White Rose Education 2022
Year 6 | Spring term | Block 2 – Algebra | Step 2

2-step function machines

Reasoning and problem solving

Tiny is using a 2-step function machine. input output

input output 2 4

×4 +2 10 20

The missing
You can multiply functions are
numbers in any order, and you × 4 and ÷ 2
can add numbers in any order.
This means you can solve this Kim
function machine No The missing They are all correct.
in any order. functions are
× 2 and × 1
Teddy

There only needs

to be one function,
which is × 2
Whitney

Do you agree with Tiny? Who do you agree with?

Explain your answer. What other functions would work?

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 3

Form expressions

Notes and guidance Key questions

This small step is children’s first experience of forming algebraic • What could x represent?
expressions using letters to represent numbers.
• How can you represent this expression using a bar model?
Children learn that phrases such as “2 more than a number”
can be written more simply as, for example, “x + 2” or “y + 2”.
• How else can you write a + a?

They also learn the convention that, for example, “3t” means • What is the same and what is different about the expressions
3 multiplied by t; as multiplication can represent repeated x + 5 and 5x?
addition, this is also a simpler way of writing t + t + t. They use • If the input is p, what is the output?
cubes and base 10 ones to represent expressions, with each cube
representing an unknown number, x (or any letter), and the ones • If m is the input, what is the output after the first operation?
What is the output after the second operation?
representing known numbers.
Children then revisit function machines, where x (or any letter) can
represent the input. Discuss why it is not important at this stage Possible sentence stems
to know what x represents, and that it could be any number input
into the function machine. • more than x can be written as

Bar models can also be used to support children’s understanding. • + + =3× =

• If I have x and I add/subtract x, then I have

Things to look out for x altogether.

• Children may assume that certain letters always represent

specific numbers, for example a means 1, b means 2, c National Curriculum links
means 3 and so on.
• Use simple formulae

• Children may not see a × 3 and 3a as the same thing. • Express missing number problems algebraically

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 3

Form expressions

Key learning
• Jo and Max are using cubes to represent unknown numbers • Dan writes an expression for the 2-step function machine.
and base 10 ones to represent 1 input output

=x =1 ×2 +3 0
I have 4 lots
of x, which I can
write as 4x.

Jo

I have 3x x 2x 2x + 3
and 2. This is
Use Dan’s method to write an expression for each
3x + 2 function machine.
Max
input output input output

×3 +2 ×5 +2
Use Jo and Max’s method to write algebraic expressions for

each set of cubes and base 10 ones.

•
I think of
a number, double it,
then add 7

• Use cubes and base 10 to represent the algebraic expressions. Sam calls the number she first thinks of x.
Write an expression for the number that Sam is thinking of
y+3 2y + 1 5 + 5y
after she has done the two calculations.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 3

Form expressions

Reasoning and problem solving

Write expressions for the The perimeter of a rectangle

perimeters of the shapes. is 12x. multiple possible
answers, e.g.
What could the sides of the
5x and x
rectangle be?
2x

6x
?
a 6a + 2

4y + 8
2a + 1 The bar model No
represents 3x because
x is the total and there Each part is x ÷ 3
are three parts.

y+2
Do you agree with Tiny?
Explain your answer.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 4

Substitution

Notes and guidance Key questions

In this small step, children find values of expressions by • If 1 cube is worth , what are 3 cubes worth?
substituting numbers in place of the letters.
• What does 4x mean? If you know the value of x, how can you
Children should understand that the same expression can have work out the value of 4x?
different values depending on what number is substituted into
it. Before working with letters, children explore concrete and
• What does “substitute” mean?

pictorial representations. By assigning values to, for example, • How can you represent the expression as a bar model?
a square and a triangle, they can work out square + triangle. Which parts of the bar model can you replace with a number?
Similarly, building on representations from the previous step, What is the total value of the bar model?
if they assign a value to a cube, they can work out the value of • Which part of the expression can you work out first?
an expression. What is the total value of the expression?
Children then move on to substituting numbers into abstract
algebraic expressions such as 3a + 1. This can be linked to
Possible sentence stems
the earlier learning of function machines, and thought of as
“multiply by 3 and then add 1”, or bar models, replacing each
• If is worth , then is worth
occurrence of the letter with its value.
• To work out the value of , I need to replace the letter
with the number and then calculate
Things to look out for

• Children may think that a is always equal to 1, b always

equal to 2 and so on.
National Curriculum links
• If a = 3, children may see 2a as 23 rather than 2 × 3 = 6
• Use simple formulae

• Children may misinterpret expressions such as 2a + 3 as 5a. • Express missing number problems algebraically

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 4

Substitution

Key learning
• Ann gives values to these cubes. • Here are three expressions.

=5 =1 5a a+5 10 − a

Work out the values of the sets of cubes. Which expression has the greatest value when a = 1?
Which expression has the greatest value when a = 5?
Which expression has the greatest value when a = 10?

• Esther generates a sequence by substituting n = 1, n = 2,

n = 3, n = 4 and n = 5 into the expression 4n + 1

• Tom draws three shapes and gives each one a value. When n = 1,
4n + 1 = 4 × 1 + 1 = 4 + 1 = 5
=3 =4 =5

Work out the values of the expressions.

Work out the other numbers in Esther’s sequence.

+ − What patterns can you see?

2× × • If a = 5 and b = 12, work out the values of the expressions.

a+b b−a 2b − a a + 3b b÷2 20 ÷ a

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 4

Substitution

Reasoning and problem solving

Work out the missing values in

x = 2c + 6
the table.
row 1: 3, 8

x = 12, because x 3x 3x + 5
row 2: 9, 14
c must be equal to 3 1
as it is the 3rd letter row 3: 4, 17
No 3
in the alphabet.
Mo row 4: 12, 41
12

Is Mo correct? 36 row 5: 5, 15
Kim has put the
Explain why. 2 next to the 5 to 20 row 6: 7, 21
make 25, instead of
26
multiplying 2 by 5

When c = 5,
x = 31
x = 16 Find the value of c when a = 10
Kim

Explain why Kim is wrong. p = 2a + 5

c = −15
What is the correct value of x when
c = 5? c = 10 − p

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 5

Formulae

Notes and guidance Key questions

In this small step, children are introduced to formulae using • What is a formula?
symbols for the first time, although they will be familiar
with the idea of a formula in words, for example area of a
• What formulae do you know?

rectangle = length × width. • How is a formula similar to/different from an expression?

Building on the previous steps, children substitute into • What is the formula for ?
formulae to work out values, noticing the effect that changing • If the formula is t = 3s + 1 and you know that s = ,
the input has on the output. Looking at familiar relationships how can you work out t?
between two or more variables will help to develop children’s
understanding, for example the number of days in a given • Which letter(s) do you know the value of? Which letter(s) can
you work out?
number of weeks, the number of legs on a given number of
insects and so on.
Children should recognise the difference between a formula Possible sentence stems
and an expression, noticing that an expression does not have
the equals sign, but a formula does.
• In the formula , the letter represents and
the letter represents

• To work out when I know , I substitute

into the formula.

Things to look out for

National Curriculum links
• Children may mix up the variables in a formula,
for example using w = 7d to represent the formula for • Use simple formulae
the number of days in a given number of weeks. • Express missing number problems algebraically

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 5

Formulae

Key learning
• Ron uses a formula to work out the areas of rectangles. • Fay makes a sequence of patterns with stars and circles.

A = lw
When l = 7 and w = 4, A = 7 × 4 = 28
Complete the table to show the number of circles and stars in
What do the letters A, l and w represent? the patterns.

Use the formula to find the areas of the rectangles.

Number of stars 1 2 3 5
3 cm
Number of circles 2 18 30
6 cm 3 cm
If s = number of stars and c = number of circles, which
4 cm formula describes Fay’s pattern?
6 cm
s=2+c c=s+2 c = 2s s = 2c 2s = c + 2
10 cm

• The time taken to cook a turkey is 90 minutes, plus an

• The table shows the total number of legs on a given number
additional 20 minutes for every kilogram of turkey.
of ants.
This can be written as the formula T = 90 + 20m
Number of ants (a) 1 2 3
What do the letters T and m represent?
Use the formula to work out the time to cook: Number of legs (L) 6 30 72

• a 3 kg turkey
Complete the table and write a formula that describes
• a 10 kg turkey the pattern.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 5

Formulae

Reasoning and problem solving

Max and Jo use this formula

to work out the cost in pounds (C)
of four hours (h) of cleaning.

S = number of spiders C = 20 + 10h

L = total number of legs

I think that I think it

the formula for working is £120
out the total number of
legs for a number of No Jo
Max
spiders is S = 8L.

I think it
is £60
Jo
Do you agree with Sam?
Explain your answer. Who do you agree with?
Explain your answer.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 6

Form equations

Notes and guidance Key questions

In this small step, children form equations from diagrams and • If a is a number, how do you write “3 times the value of a”?
word descriptions.
• How do you write “4 more than the number x”?
Begin the step by looking at the difference between an algebraic
expression and an equation. An expression, such as 2x + 6,
• If 4 more than the number x is equal to 26, how can you write
this as an equation?
changes value depending on the value of x, whereas in an
equation, such as 2x + 6 = 14, x has a specific value. You may • Is an equation the same as or different from a formula?
need to remind children of the algebraic conventions learnt • What is the difference between an equation and an expression?
earlier in the block, for example writing a + a + a (or a × 3) as 3a
and “4 more than b” as b + 4 • Can you write the equation a different way?

Various representations can be used to support children’s • Is an equation or an expression? How do you know?

understanding, including bar models, part-whole models and

cubes and counters with a designated value. It is important that Possible sentence stems
children understand that, for example, the letter c represents the
numerical value of the cube rather than the cube itself. • + + =3× =

• The equation means that the expression is

equal to

Things to look out for • more/less than is equal to can be written

as the equation =
• Children may look to work out the value rather than
represent the information as an equation.
National Curriculum links
• Children may make errors using algebraic notation, for
example confusing 3x and x + 3 • Express missing number problems algebraically

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 6

Form equations

Key learning
• Tom thinks of a number and calls it x. • Write equations to match the models.
Which expression represents 5 more than Tom’s number?
9 11

5x x+5 x−5 x÷5 x x x a a 5

Double Tom’s number is 64

3 19
Which equation shows this information?
y
x + 2 = 64 x ÷ 2 = 64 2x = 64 x − 2 = 64

4 b 7 b

• Max has represented some equations.

Each linking cube represents y and each base 10 cube • A book costs £5 and a magazine costs £n.
represents 1 The total cost of the book and the magazine is £8
7
Write this information as an equation.
2y + 3 = 7
• Write algebraic equations for the word problems.
I think of a number and subtract 17. My answer is 20
What equations are represented?
I think of a number and multiply it by 5. My answer is 45
24 19

• Draw bar models to represent the equations.


x + 5 = 11 2y = 15 3a + 9 = 30

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 6

Form equations

Reasoning and problem solving

Here is a part-whole model. Kim is thinking of a number.

If I multiply
10 my number by 3 and
then subtract 12, I get
the answer 24
Using c for circles
and s for squares: Tiny has not applied
2c + s = 10 the operations in
the correct order.
I can write
multiple possible that as an equation.
x – 12 × 3 = 24 3x – 12 = 24
answers, e.g.
c = 2, s = 6
Write an equation representing the
part-whole model.
Each shape has a different What mistake has Tiny made?
integer value.
Write the correct equation for
What values might the shapes have? Kim’s problem.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 7

Solve 1-step equations

Notes and guidance Key questions

In this small step, children look at solving equations formally • What does the expression 3x mean?
for the first time. At first, they might find the notation a bit
confusing, but encourage them to consider equations as a
• If you know 3 times the value of a number, how can you use
this to work out the number?
different way of writing “missing number” problems.
For example, x + 5 = 12 is the same as + 5 = 12 • How can you represent the problem as a bar model?

It is useful to begin by looking at “think of a number” • How can you represent the problem as an equation?

questions, such as “Mo thinks of a number, adds 7 and gets • What is the inverse of ?
the answer 20. What was his original number?” and relating • What does the bar model show?
this to the equation n + 7 = 20. Similarly, you can build on What can you use it to work out?
earlier learning using function machines, relating finding
an input for a given output to solving the corresponding
• How can you draw a function machine to represent
the equation?
equation. In both cases, children should see that using How does the function machine help you to solve
inverse operations helps to solve the equations. the equation?

Possible sentence stems

Things to look out for
• The inverse of is
• Children may not use the inverse operation to solve an
equation, for example x + 3 = 5, so x = 8 • If has been added to a number to give , then to
work out the number I need to from
• Children may think that the values of letters are
permanently fixed. For example, having solved an
equation for x, they may apply this value for x to a National Curriculum links
different equation. • Express missing number problems algebraically

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 7

Solve 1-step equations

Key learning
• Ben has 9 counters altogether. • Write expressions for the outputs of the function machines.
He has 3 counters in his input output input output
left hand and c counters in his
closed right hand. x +9 y −3

Which equation represents this problem?

input output input output
c−3=9 3c = 9 c+3=9 c=9+3
p ×5 t ÷2

How many counters does he have in his closed hand?

If the output of all the machines is 20, write and solve

• Fay thinks of a number. equations to find the values of the letters.

She adds 9 to her number.

She gets the answer 15 • Write an equation to represent each bar model.

What was her original number? Then find the value of x for each one.

Explain how the equation x + 9 = 15 represents this problem.

15 12

x x x x 7
• Dan thinks of a number and multiplies it by 3 to get the
answer 12
Which equation shows this?
• Solve the equations.

3x = 12 3 + x = 12 x − 3 = 12 x ÷ 3 = 12
3x = 21 y + 5 = 11 z−6=8 p ÷ 3 = 10
What was Dan’s original number?
© White Rose Education 2022
Year 6 | Spring term | Block 2 – Algebra | Step 7

Solve 1-step equations

Reasoning and problem solving

The perimeter of the triangle

x−9=0
is 216 cm.

This means
that x must
equal zero. No

5x
3x
12x = 216 Do you agree with Tiny?

x = 18 Explain your answer.

4x 54 cm, 72 cm and
90 cm Work out the size of the
acute angle.

Form an equation to find the

value of x. 72°
3y° 2y°
Work out the lengths of the sides
of the triangle.
How can you check your answer?

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 8

Solve 2-step equations

Notes and guidance Key questions

In this small step, children move on to solving equations with • If you know 3 more than 2x, how can you work out 2x?
two steps.
• If you know 5 less than 2x, how can you work out 2x?
As with 1-step equations, initially equations of this type can
be represented by 2-step “think of a number” problems and/
• How can you represent the problem with a bar model?
Which part(s) of the bar model do you already know?
or function machines, where children work backwards using
Which part(s) can you work out?
inverse operations to find the original number or input. They
can then link this to finding an unknown in a 2-step equation. • How can you represent the problem with an equation?
What is the first step you need to take to solve the equation?
Children can also use concrete resources to represent the
problems and to work out missing numbers. Bar models are • How can you represent the equation using a function machine?
another useful representation, as they give a visual clue to How can you use the function machine to help you solve
the steps needed to work out the unknowns. It is useful to the equation?
have the abstract representation alongside the models to help
develop understanding. Possible sentence stems
• If x+ = , then x= ,
Things to look out for so x =

• Children may think the values of letters are • The first step in solving the equation is to
permanently fixed. For example, having solved an The second step in solving the equation is to
equation for x, they may apply this value for x to a
different equation.
National Curriculum links
• When “working backwards” to solve equations, children
may do the inverse operations in the wrong order. • Express missing number problems algebraically

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 8

Solve 2-step equations

Key learning
• Tommy has 17 counters. • Ron uses a bar model to solve an equation.
He puts the same number x x 5
of counters (c) in each hand 2x + 5 = 12
12
and has some left over.
Which equation shows this? x x
2x = 7
c+2=5 2c = 17 2c + 5 = 17 2c + 17 = 5 7

Solve the equation to work out how many counters Tommy x

x = 3.5
has in each hand. 3.5

• Kay thinks of a number. Use Ron’s method to solve the equations.

She multiplies the number by 2 and then adds 5
3b + 4 = 19 20 = 4b + 2
She gets the answer 29
What number did Kay think of?
• Write and solve equations for the models.

21
• Explain how this 2-step function machine shows the equation
13
2x − 11 = 29
input output
37
x ×2 − 11 29

Work out the value of x. 

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 8

Solve 2-step equations

Reasoning and problem solving

Tiny is working out the value of x. The perimeter of the quadrilateral

is 83 cm.

10

21 cm
4y + 1
x x 5

y
No y = 6 cm

10 – 5 = 5, 5y + 1
so x = 5

Do you agree with Tiny? Work out the value of y.

Explain your reasoning. Explain your method to a partner.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 9

Find pairs of values

Notes and guidance Key questions

In this small step, children explore equations with two • What two numbers could add together to make ?
unknown values, recognising that these can have several
possible solutions.
• What could the values of x and y be in the equation ?

Children can use substitution to work out pairs of possible • Why are there several possible answers for this question?

values. For example, if x + y = 9, they find the values of y for • Have you found all the possible pairs of values?
different values of x. They should work systematically to find How do you know?
all the possible integer values. A table is a good way to support
this. In this step, the possible values will always be integers
• In the equation , if x = , what must the value of
y be? If x is a different value, does y also change?
greater than or equal to zero, but this could be extended to
negative and decimal values. Begin with simple equations of the • How can you draw a bar model to represent the
equation ?
form x + y = or ab = , before moving on to more
complex equations that include multiples of the unknowns, for
example 2x + 3y = Possible sentence stems
It is important that children understand that they cannot know
the exact value of the two unkowns, as they do not have • In the equation x + y = , if x = then y =
enough information.
• If the product of p and q is , then p could be and
q could be
Things to look out for

• Children may not consider zero as a possible value for one

of the unknowns. National Curriculum links
• Children may need support to work systematically to find • Find pairs of numbers that satisfy an equation with two unknowns
all possible solutions. • Enumerate possibilities of combinations of two variables

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 9

Find pairs of values

Key learning
• x and y are both whole numbers. • p and q are both whole numbers less than 12

x+y=5 p−q=3

Ann creates a table to work out the possible sets of values Find all the possible values of p and q.
of x and y.
• x and y are both whole numbers.
x y x+y
x>y x + y = 25
0 5 5
If x is odd and y is even, what are the possible pairs of
5
values for x and y?
5
If x and y are both even, what are the possible pairs of
5 values for x and y?
5 If x is a multiple of 5 and y is even, what are the possible
pairs of values for x and y?
5
Create your own problem like this for a partner.
Work systematically to complete Ann’s table.
• a and b are integers.
• a and b are both whole numbers. 3a + 2b = 20

a × b = 24 Work out three possible pairs of values for a and b.

Compare methods with a partner.
Create a table to show all the possible sets of values for
a and b.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 9

Find pairs of values

Reasoning and problem solving

a and b are both whole numbers. a, b and c are integers between

0 and 5

ab + b = 18 a = 2, b = 4, c = 0
a+b=6 b+c=4
a = 3, b = 3, c = 1

Find the values of a, b and c. a = 4, b = 2, c = 2

a and b
must both be How many possibilities can a = 5, b = 1, c = 3
odd numbers. you find?

No

Large beads costs 5p and

small beads cost 4p.
5p 3l + 16s
Sam spends 79p on beads.
What possible combinations 7l + 11s
of large beads (l) and small
11l + 6s
beads (s) could she buy? 4p
Is Tiny correct? 15l + s
Write each possible combination
Explain your answer. as an expression.

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 10

Solve problems with two unknowns

Notes and guidance Key questions

Building on previous learning, in this small step children solve • How can you represent this information as a pair of equations?
problems with two unknowns when more than one piece of
information is given, so there is only one possible solution.
• How can you represent this information with a bar model?

Examples include the case where the sum and the difference
• What information does the bar model show?
What else can you work out?
of both unknowns is given. Bar models are used throughout
the step to represent problems and to support children’s • How can you draw a bar model to represent the problem?
understanding. Which parts can you label straight away?
What else can you work out?
Other structures are also explored, including where one of the
unknowns is a multiple of the other. In this case, a bar model • Is there more than one possible solution?
can be used to work out the values of the numbers if either
their total or their difference is known. Finally, children look at
Possible sentence stems
equations with two unknowns where the coefficient of only one
of the unknowns is different, for example x + 2y = 17 and • If lots of x is worth , then
x + 5y = 38. Again, a bar model will help children to see why 3y x= ÷ =
must be equal to 21, after which y and x can be found.
• If I know the value of , I can find the value of by
substituting into the equation
Things to look out for

• Children may use trial and error rather than a

bar model approach. National Curriculum links
• Children may think that there are several possible • Express missing number problems algebraically
solutions, as in the last step. • Find pairs of numbers that satisfy an equation with two unknowns

© White Rose Education 2022

Year 6 | Spring term | Block 2 – Algebra | Step 10

Solve problems with two unknowns

Key learning
• The sum of a and b is 30 • The sum of x and y is 12
The difference between a and b is 4 x is 3 times the size of y.
x
a
30
b 12
4
y
Use the bar model to work out the values of a and b.
Explain how you can use the bar model to work out the
value of y.
• Here is some information about two numbers, x and y.
What is the value of x?
x + y = 10
Are there any other possible solutions?
x−y=2
Label the information on the bar model.
• The sum of two numbers, a and b, is 18
a is one-fifth the size of b.
Draw a bar model to represent this problem and work out the
values of a and b.
Use the bar model to work out the values of x and y.

• Tom and Ann both go for a walk.

• The sum of two numbers, p and q, is 55
Between them they walk 21 km.
The difference between p and q is 7
Tom walks 6 times as far as Ann does.
Show this as a bar model and find the values of p and q.
How much further does Tom walk than Ann?
© White Rose Education 2022
Year 6 | Spring term | Block 2 – Algebra | Step 10

Solve problems with two unknowns

Reasoning and problem solving

The sum of x and y is 40 Two apples and three bananas

cost £1.02
x is 4 times the size of y.
Two apples and five bananas
What is the value of y?
cost £1.46

y = 10, because
£1.02
40 divided by 4 is
equal to 10
If y = 10, x = 40 and
x + y = 50
40p

y = 8 and x = 32

£1.46

Show that Tiny is wrong. What is the total cost of one apple
Find the correct values of x and y. and one banana?

© White Rose Education 2022