Every question here is written by Prism in the style of the tests. None is copied from a real paper, and a fresh one is drawn each time a child practises.
From foundation to exam standard
Two questions at each level. Tap an option to check it.
Foundation where a child in Year 3 or 4 starts
Question 1Aim for about 35 seconds
The same rule turns each number on the left into the number on the right. Which number is missing?
[ 2 → 4 ] [ 13 → 26 ] [ 12 → ? ]
Show the worked answer
Answer: E, 24
How to work it out
The rule is: double it.
It works for both pairs, so 12 becomes 24.
Why the other options are wrong
A (23): One too few: double it applied to 12 gives 24, so this slipped one down.
B (25): One too many: double it applied to 12 gives 24, so this slipped one up.
C (14): Adding 2 works for the first pair, but not the second. A rule must work for every pair.
D (26): This is the answer for 13, the middle pair, not for 12.
Question 2Aim for about 35 seconds
The same rule turns each number on the left into the number on the right. Which number is missing?
[ 6 → 60 ] [ 10 → 100 ] [ 2 → ? ]
Show the worked answer
Answer: B, 20
How to work it out
The rule is: multiply by 10.
It works for both pairs, so 2 becomes 20.
Why the other options are wrong
A (21): One too many: multiply by 10 applied to 2 gives 20, so this slipped one up.
C (19): One too few: multiply by 10 applied to 2 gives 20, so this slipped one down.
D (56): Adding 54 works for the first pair, but not the second. A rule must work for every pair.
E (100): This is the answer for 10, the middle pair, not for 2.
Standard the 11 Plus standard, Year 5
Question 3Aim for about 35 seconds
The same rule changes each number on the left into the number on the right. What is missing?
7 → 21 6 → 18 3 → ?
Show the worked answer
Answer: B, 9
How to work it out
Find a rule that works for both pairs: “multiply by 3”.
Apply it to 3: 9.
Why the other options are wrong
A (10): One too many: after “multiply by 3” on 3, the answer is 9, so one extra was added.
C (19): 19 is 10 more than the rule gives. Apply “multiply by 3” to 3 one step at a time.
D (7): 7 is 2 less than the rule gives. Apply “multiply by 3” to 3 one step at a time.
E (6): Doubles 3 to get 6, but the rule is “multiply by 3”, which gives 9.
Question 4Aim for about 35 seconds
The same rule changes each number on the left into the number on the right. What is missing?
7 → 21 9 → 27 11 → ?
Show the worked answer
Answer: C, 33
How to work it out
Find a rule that works for both pairs: “multiply by 3”.
Apply it to 11: 33.
Why the other options are wrong
A (31): 31 is 2 less than the rule gives. Apply “multiply by 3” to 11 one step at a time.
B (22): Doubles 11 to get 22, but the rule is “multiply by 3”, which gives 33.
D (66): 66 is 33 more than the rule gives. Apply “multiply by 3” to 11 one step at a time.
E (34): One too many: after “multiply by 3” on 11, the answer is 33, so one extra was added.
Exam standard what the papers ask in Year 6
Question 5Aim for about 35 seconds
The same rule turns each number on the left into the number on the right. Which number is missing?
[ 12 → 60 ] [ 9 → 45 ] [ 2 → ? ]
Show the worked answer
Answer: B, 10
How to work it out
The rule is: multiply by 5.
It works for both pairs, so 2 becomes 10.
Why the other options are wrong
A (11): One too many: multiply by 5 applied to 2 gives 10, so this slipped one up.
C (45): This is the answer for 9, the middle pair, not for 2.
D (50): Adding 48 works for the first pair, but not the second. A rule must work for every pair.
E (9): One too few: multiply by 5 applied to 2 gives 10, so this slipped one down.
Question 6Aim for about 35 seconds
The same rule turns each number on the left into the number on the right. Which number is missing?
[ 24 → 8 ] [ 33 → 11 ] [ 39 → ? ]
Show the worked answer
Answer: E, 13
How to work it out
The rule is: divide by 3.
It works for both pairs, so 39 becomes 13.
Why the other options are wrong
A (14): One too many: divide by 3 applied to 39 gives 13, so this slipped one up.
B (23): Adding −16 works for the first pair, but not the second. A rule must work for every pair.
C (11): This is the answer for 33, the middle pair, not for 39.
D (12): One too few: divide by 3 applied to 39 gives 13, so this slipped one down.
Prism starts with a free assessment across maths, English, verbal and non-verbal reasoning, then builds a weekly plan for your target schools. Parents follow progress free.