A logic question asks what follows from the information given. The answer must be supported by the statements, even when another answer sounds sensible in everyday life. A useful question to teach your child is: “Must this be true, or could it merely be true?”
This guide introduces a method for Year 5 and Year 6 practice. The examples are original teaching exercises, not official Edutest questions or a prediction of any school's paper.
Start with the statements, not outside knowledge
Suppose a question says: “All members of the astronomy club have a blue badge. Noor is a member of the astronomy club.” Noor must have a blue badge. Your child does not need to know anything about real astronomy clubs.
Now suppose it says only that Leo has a blue badge. That does not prove Leo belongs to the club: other people could have blue badges too. The first statement tells us about every club member, not every badge owner.
Draw a large circle labelled “blue badge” and place a smaller “astronomy club” circle inside it. Club members fit inside the badge group, but the badge group may contain other people. This is a useful practice diagram; follow the actual test's instructions about permitted working materials.
Four useful statement types
- All A are B: every member of group A also belongs to group B.
- No A are B: the two groups do not overlap.
- Some A are B: at least one member belongs to both groups.
- Some A are not B: at least one member of A is outside B.
In formal logic, “some” means at least one. It does not mean “most”, and it does not necessarily mean “some but not all”. Also, an “all” statement alone does not establish that the group has any members. Look for an explicit statement that someone or something exists before drawing that conclusion.
Worked example: overlapping groups
Statements: All lanterns in a display are silver. Some silver objects in the display are heavy.
Which conclusion must follow?
- A. All lanterns are heavy.
- B. Some lanterns are heavy.
- C. Some heavy objects are silver.
- D. No lanterns are heavy.
Answer: C. The second statement identifies objects that are both silver and heavy. Describing those same objects as heavy and silver changes nothing.
B is tempting, but the heavy silver objects might all be something other than lanterns. A goes even further than the evidence allows. D also makes an unsupported claim: the statements do not tell us whether any lanterns are heavy.
Ask your child to explain why B is possible but not certain. That distinction is the important learning here.
If–then statements move in one direction
Consider this rule: “If a robot receives a red signal, it stops.” If the robot receives a red signal, we can conclude that it stops.
If the robot stops, however, we cannot conclude that it received a red signal. It might stop for another reason. Reversing the rule is a common mistake.
If the robot does not stop, the stated rule tells us that it did not receive a red signal. Otherwise the rule would require it to stop. These conclusions assume the rule is true exactly as the question gives it.
Follow a chain one link at a time
Rules: If a parcel has a gold label, it goes into Box A. Every parcel in Box A is scanned. Parcel P has a gold label.
Conclusion: Parcel P is scanned. Follow gold label → Box A → scanned.
You cannot conclude that every scanned parcel has a gold label. Other parcels may also be scanned. Writing a short chain during practice makes it easier to spot where an answer reverses a direction or adds an extra condition.
A short practice routine
- Underline the words “all”, “some”, “no” and “if”.
- Describe each statement in plain language or with a simple diagram.
- Test each answer against every statement.
- Look for a counterexample: can the statements be true while this answer is false?
- Explain the answer before adding time pressure.
A correct answer without a spoken explanation does not automatically mean a child guessed. Give them a chance to show their thinking with a drawing or another example. The aim is to make their reasoning visible so you can identify the next skill to practise.
Choose the next practice step
Try the verbal reasoning section in our QASMT Year 5 sample or QASMT Year 6 sample, or browse the test catalogue. Our materials are independent practice resources, not official provider papers.
For a different reasoning skill, explore number series and number grids. Use the school's current instructions and the Edutest website to confirm arrangements for a particular sitting.