What Ponder’s built-in practice covers in Year 6, set by set, with the content descriptions each set is tagged with.
In Year 6, Ponder has 19 practice sets: 6 in maths (decimals and fractions; area, metric units and angles; primes, squares and number patterns; and more), 4 in English (clauses, commas and text structure; sound and imagery in poetry; reading for meaning and word roots; and more) and 4 in science (circuits, changes and Earth’s tilt; habitat conditions and plant investigations; states of matter; and more), plus HASS, wellbeing and study skills. Sets are tagged with Australian Curriculum v9.0 content descriptions, and every question has hints that guide rather than give the answer.
Free check: see what is going well in Year 6 maths or English, and what to practise next →
Line up decimal points, shift digits by powers of 10 and add unlike fractions.
For parents: By the end of Year 6, your child should be able to add and subtract decimals, multiply and divide decimals by 10, 100 and 1000, and add fractions with related denominators.
AC9M6N04apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answersAC9M6N05solve problems involving addition and subtraction of fractions using knowledge of equivalent fractionsAC9M6N06multiply and divide decimals by multiples of powers of 10 without a calculator, applying knowledge of place value and proficiency with multiplication facts; using estimation and rounding to check the reasonableness of answersJess ran 3.75 km on Saturday and 2.6 km on Sunday. How far did she run altogether?
Veggie patches, bags of flour and crossing roads: area, units and angles.
For parents: By the end of Year 6, your child should be able to convert between metric units, use length times width for the area of a rectangle, and work with angles on a line and at a point.
AC9M6M01convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problemAC9M6M02establish the formula for the area of a rectangle and use it to solve practical problemsAC9M6M04identify the relationships between angles on a straight line, angles at a point and vertically opposite angles; use these to determine unknown angles, communicating reasoningA rectangular veggie patch is 12 m long and 6 m wide. What is its area?
Hunt for primes, spot square numbers and crack pattern rules.
For parents: By the end of Year 6, your child should be able to tell prime, composite and square numbers apart, follow pattern rules, and solve equations that use brackets.
AC9M6N02identify and describe the properties of prime, composite and square numbers and use these properties to solve problems and simplify calculationsAC9M6A01recognise and use rules that generate visually growing patterns and number patterns involving rational numbersAC9M6A02find unknown values in numerical equations involving brackets and combinations of arithmetic operations, using the properties of numbers and operationsTap all the prime numbers.
Choices: 2 · 9 · 17 · 21 · 29 · 1
Read the data, rate the chance and spot a sneaky graph.
For parents: By the end of Year 6, your child should be able to compare data displays, question a misleading graph, and describe chance as a number from 0 to 1 or a percentage.
AC9M6ST01interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shapeAC9M6ST02identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusionsAC9M6P01recognise that probabilities lie on numerical scales of 0 – 1 or 0% – 100% and use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimalsAC9M6P02conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trialsYou roll a normal six-sided die. Which describes the chance of rolling a number less than 7?
Choices: Impossible (0) · Even chance (0.5) · Certain (1) · Unlikely (about 0.2)
Share pizzas, lamingtons and kangaroos into equal parts.
For parents: Across Years 3 to 6, your child learns to name unit fractions, find equivalent fractions, and compare and order fractions.
AC9M3N02recognise and represent unit fractions includingAC9M4N03find equivalent representations of fractions using related denominators and make connections between fractions and decimal notationAC9M5N03compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number lineWhat fraction of the pizza is left?
Temperatures below zero, number lines, and adding, subtracting and multiplying integers.
For parents: Across Years 6 to 8, your child learns to place negative numbers on a number line, and add, subtract and multiply positive and negative numbers.
AC9M6N01recognise situations, including financial contexts, that use integers; locate and represent integers on a number line and as coordinates on the Cartesian planeAC9M7N07compare, order and solve problems involving addition and subtraction of integersAC9M8N04use the 4 operations with integers and with rational numbers, choosing and using efficient strategies and digital tools where appropriateWhich number is the smallest?
Choices: −2 · 0 · −8 · 3
Build richer sentences with embedded clauses, and see how texts are staged.
For parents: By the end of Year 6, your child should be able to build longer sentences with extra clauses, use commas correctly, and explain how different texts are organised.
AC9E6LA05understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideasAC9E6LA09understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogueAC9E6LA03explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language featuresWhich part is the embedded clause?
Choices: The dog · that dug up the veggie patch · is hiding under the deck · under the deck
Listen to the tide in a poem: alliteration, sound words and pictures in words.
For parents: By the end of Year 6, your child should be able to explain how poets use sound and imagery, and recognise vivid language such as metaphors and idioms.
AC9E6LE04explain the way authors use sound and imagery to create meaning and effect in poetryAC9E6LA08identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperboleWhich line uses alliteration most strongly?
Choices: The sea slides back, slow and shy · and every rock pool, still and wide · The crabs dash back.
Read about a giant radio telescope, then crack Greek and Latin word roots.
For parents: By the end of Year 6, your child should be able to use reading strategies to understand a harder text, and use Greek and Latin word roots to read and spell new words.
AC9E6LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sourcesAC9E6LY09use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical wordsWhat is the main idea of the passage?
Choices: A radio telescope in a quiet part of WA listens for faint signals from space · Mobile phones are dangerous and should be banned everywhere · Telescopes can only collect light from stars
Read a short story, find the clues and work out what the writer means.
For parents: Across Years 3 to 6, your child learns to find information in a text, read between the lines, and explain what the writer means.
AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresAC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate textsAC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideasWhat was eating the tomato seedlings?
Choices: Possums · Birds · Snails · Caterpillars
Make a torch light up, spot changes that can’t be undone, and find out why summer days are long.
For parents: By the end of Year 6, your child should be able to build a simple circuit, tell reversible from irreversible changes, and explain day length and seasons.
AC9S6U02describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night lengthAC9S6U03investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductorsAC9S6U04compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substancesTap all the materials that are good electrical conductors.
Choices: Copper wire · A plastic ruler · Aluminium foil · A rubber band · A steel key
How light, water and temperature affect living things, from bean plants to coral reefs.
For parents: By the end of Year 6, your child should be able to explain how light, water and temperature affect living things, and plan an investigation and graph the results.
AC9S6U01investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditionsAC9S6I02plan and conduct repeatable investigations to answer questions including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/PlaceAC9S6I04construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationshipsAC9S6I05compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusionsWhich of these is a physical condition of a habitat, rather than a living thing?
Choices: The gum trees · The temperature · The kangaroos
Solids, liquids and gases, and how heating and cooling change them.
For parents: Across Years 3 to 6, your child learns to describe solids, liquids and gases, and how heating and cooling change them.
AC9S3U04investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of stateAC9S5U04explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particlesWhich of these is a solid?
Choices: Milk · Steam · A rock · Orange juice
Day and night, the Moon’s changing shape, and the planets of our solar system.
For parents: Across Years 3 to 6, your child learns to explain day and night, the moon’s changing shape, and the planets of our solar system.
AC9S6U02describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night lengthWhy do we have day and night?
Choices: The Sun moves around the Earth each day · The Earth spins around once a day · The Sun switches off at night · Clouds cover the Sun
How Australia became a nation, how government works, migration from Asia and smart spending.
For parents: By the end of Year 6, your child should be able to explain how Australia became a nation, how its three levels of government work, and how to make smart spending choices.
AC9HS6K01significant individuals, events and ideas that led to Australia’s Federation, the Constitution and democratic system of governmentAC9HS6K03the motivation of people migrating to Australia since Federation and throughout the 20th century, their stories and effects on Australian society, including migrants from the Asia regionAC9HS6K04the geographical diversity and location of places in the Asia region, and its location in relation to AustraliaAC9HS6K06the key institutions of Australia’s system of government, how it is based on the Westminster system, and the key values and beliefs of Western democraciesAC9HS6K07the roles and responsibilities of the 3 levels of government in AustraliaAC9HS6K08influences on consumer choices and strategies that can be used to help make informed personal consumer and financial choicesOn 1 January 1901, the six British colonies joined together to form one nation, the Commonwealth of Australia. What is this joining together called?
Learn from mistakes, try new strategies and talk to yourself kindly.
For parents: Across Years 3 to 6, your child learns to treat mistakes as a way to learn, try a new strategy, and talk to themselves kindly.
A general-capabilities set (no content-description codes).
You get a maths question wrong. Which thought is the most helpful?
Choices: I’m just bad at maths · Let me check where it went wrong · I’ll never get this · The question was silly anyway
Notice your feelings, find ways to calm down and know who can help.
For parents: Across Years 2 to 6, your child learns to notice their feelings, use a few ways to calm down, and know who they can talk to.
A general-capabilities set (no content-description codes).
Someone pushes in front of you in the line. Your heart races and your hands make tight fists. Which feeling word fits best?
Choices: Sleepy · Angry or frustrated · Calm · Bored
Pick trustworthy sources, search smartly and put ideas in your own words.
For parents: Across Years 5 to 8, your child learns to choose trustworthy sources, search well, and put ideas into their own words.
A general-capabilities set (no content-description codes).
You are researching platypuses. Which source is most likely to be trustworthy?
Choices: A comment on a video from someone with no name · A museum website page written by scientists · An ad for a platypus soft toy · A quiz game with no author or date
Break big tasks into steps, plan your time and keep distractions away.
For parents: Across Years 5 to 8, your child learns to break a big task into steps, plan their time, and keep distractions away.
A general-capabilities set (no content-description codes).
You have a project due in two weeks. What’s the best first step?
Choices: Wait until the night before · Break it into smaller tasks and put them on a plan · Start by decorating the cover · Wait for the teacher to remind you
Each set has a few short questions. Every question follows the same five problem-solving steps, and the three hints line up with the first three steps, so help builds from a nudge to a worked example of a similar problem. The answer is never the first thing a learner sees.
| Step | The learner asks | A grown-up can ask |
|---|---|---|
| Understand | What is the question asking? | What is the question asking you to find? |
| Plan | How could I work it out? | What could you try first? Would a picture help? |
| Try | Have a go. A guess is a good start. | Have a go, and tell me what you’re thinking. |
| Check | Does my answer make sense? | How could you check that? |
| Reflect | What helped me? What would I do next time? | What helped you? What would you do next time? |
After each answer, Ponder explains why it’s right, or what to look at again. At the end of a set it celebrates the strategies the learner used, such as draw a picture, break it into parts and look for a pattern.
Under the Australian Curriculum v9.0, Year 6 maths covers number, algebra, measurement, space, statistics and probability. Ponder’s Year 6 maths sets practise decimals and fractions, area, metric units and angles, primes, squares and number patterns, data displays and chance and fractions. The full list of content descriptions is on the Australian Curriculum website.
Every state and territory teaches Foundation to Year 10 content from the Australian Curriculum, either directly or through its own version built from it (NSW and Victoria publish their own syllabuses). Ponder tags sets with v9.0 codes, so they line up with what is taught in every state, though schools order topics differently.
Yes. Open the Ponder app, choose the learner side, then pick a subject and a set. No account is needed while Ponder is in preview.
Not straight away. Each question has three hints that build from a nudge to a worked example of a similar problem. After an answer, Ponder explains why it’s right or what to look at again.
Content descriptions © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. They were downloaded from the Australian Curriculum website (accessed 27 September 2026) and were not modified, except that a few end early where the website shows a fraction or symbol as an image. Licensed under CC BY 4.0. Ponder is not affiliated with or endorsed by ACARA.
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