Year 6 Practice Book 6A Unit 1: Place value within 10,000,000

Unit 1: Place value Lesson 2: Numbers to

10,000,000 (1)
within 10,000,000
➜ pages 9–11
Lesson 1: Numbers to 1,000,000
1. a) 500,000
➜ pages 6–8 b) 1,000,000
c) 1,600,000
1. a) 329,412
b) 72,304 2. a) 2,903,471; two million, nine hundred and three
thousand, four hundred and seventy-one
2. a) 123,000 b) 3,005,765; three million, five thousand, seven
b) 439,286 hundred and sixty-five
c) 97,103
d) 305,246 3. Counters drawn in columns:
a) M HTh TTh Th H T O
3. a) 40 or 4 tens
b) 4,000 or 4 thousands 6 1 4 6 0 0 5
c) 3 or 3 ones
b) M HTh TTh Th H T O
d) 500,000 or 5 hundred thousands
e) 4 or 4 ones 0 5 7 0 2 3 0

f) 100 or 1 hundred 4. a) 1,084,300

4. a) Answers will vary – any number using all six digits b) 2,202,002
with a 4 or 8 in the ones column. c) 92,092
b) Answers will vary – any number using all six digits 5. 643,506 or 6,*43,506 where * is any digit
with a 3, 5, 7 or 9 in the ones column.
c) Answers will vary – any number using all six digits 6. Yes, Danny is correct. You can tell if a number is odd or
with a 5 in the ones column. even using just the ones digit – if the ones digit is 0, 2,
d) Answers will vary – any number using all six digits 4, 6 or 8, then the number is even; if it is 1, 3, 5, 7 or 9,
with a 5 in the hundred thousands column. then the number is odd.

5. a) Missing numbers from le to right along the

number line: 310,000; 320,000; 340,000;
Reflect
350,000; 360,000; 380,000; 390,000
The value of each digit in 8,027,361: 8,000,000
or 8 million; 20,000 or 2 ten thousands; 7,000 or
b) 30,000 40,000
7 thousands; 300 or 3 hundreds; 60 or 6 tens; 1 or 1 one.

6. a) 74,400 73,500 73,410 73,390

b) 750,167 660,167 649,167 651,167 Lesson 3: Numbers to
7. Answers will vary – ensure that number is greater 10,000,000 (2)
than 500,000, is odd, has the same digit in the ones
and the thousands column and the digits total 26.
➜ pages 12–14
Example answers: 853,163; 507,707.
1. a) 2,000,000 + 300,000 + 20,000 + 6,000 + 400 + 50 + 7
Reflect = 2,326,457
Luis has £2,326,457.
Answers will vary. Encourage children to write down facts b) 300,000 + 50,000 + 30 + 7 = 350,037
they know about the number. Include information about Bella has £350,037.
odd and even, place value and comparing and ordering c) Jamilla has £2,100,320.
numbers or digits.
2. a) 7,000; 10
b) 60,320
3. a) 7
b) 400 + 20 + 9
c) 200,000 + 60,000 + 300 + 90 + 2
d) 8,512
e) 723,572
f) 3,056,825
g) 412,000

© Pearson Education 2018 1

 Year 6 Practice Book 6A Unit 1: Place value within 10,000,000

4. a) 3,098,828 Lesson 5: Comparing

b) 3,099,728
c) 3,108,728 and ordering numbers to
d) 2,098,728 10,000,000
e) 2,998,728
5. a) 7 million or 7,000,000 ➜ pages 18–20
b) 7 hundred thousands or 700,000
c) 7 thousands or 7,000 1. Number A is greater. Explanations may vary, for
d) 7 tens or 70 example: Number A is greater because the two
6. Answers will vary. One possible answer is 1,523,324. numbers have the same millions, hundred thousands
and ten thousands, but A has the greater number of
thousands than B.
Reflect
2. a) 9,580 > 9,570 9,580 < 9,589
Answers will vary. Ensure that children have partitioned 9,580 < 9,680 9,580 < 10,000
the number correctly. Parts should total 4,508,375 when 9,580 < 9,681 10,000 > 9,580
recombined, for example: b) 540,000 > 54,000 540,000 > half a million
4,000,000 + 500,000 + 8,000 + 300 + 70 + 5 540,000 > 450,000 540,000 < 600,000
3,000,375 + 1,508,000 540,000 > 540 540,000 < 3,000,000
3. D (£357,905); A (£370,500); C (£375,000); B (£429,700)
4. Benny is fed third.
Lesson 4: Number line to
5. 73,000; 725,906; 725,960; 728,000
10,000,000
6. a) 0, 1 or 2
➜ pages 15–17 b) 6, 7, 8 or 9
c) 4, 5, 6, 7, 8 or 9
1. a) 100,000s d) 0, 1, 2, 3, 4, 5, 6, 7 or 8
b) 1,000s e) 0

2. a) 5,700; 5,800; 5,900; 6,000; 6,100; 6,200 7. Answers may vary. Ensure that each number in the
b) 66,340; 66,350; 66,360 row is bigger than the previous number.
First number: Missing digit can be any digit.
3. a) 130,520; 131,520; 132,520 Second number: First missing digit is 6; second
b) 720,700; 820,700; 920,700 missing digit is 8 or 9.
c) 7,100; 7,000; 6,900 Third number: First missing digit is 1, 2 or 3; second
d) 3,230,000; 3,240,000; 3,250,000 missing digit can be any digit.
4. a) 20,000; 70,000; 95,000
b) 2,300,000; 2,550,000 Reflect
c) 620; 730; 785 approximately
5. Arrows drawn to number line: False – Ensure children know that to order numbers, we
815,000 851,000 870,000 first need to look at the place value of each digit starting
from the largest value place. In this case, the digit 1 in
120,000 is 1 hundred thousand compared to the digit
1 in 15,600, which is only 1 ten thousand. Therefore
a) 800,000 900,000
the numbers are not in descending order as 120,000 is
8,400 8,950 9,500 9,999 bigger than 15,600.

b) 8,000 10,000
Lesson 6: Rounding numbers
6. a) Answer may vary ≈ 5,450,000 ➜ pages 21–23
b) Answer may vary ≈ 7,100,000
c) Answer may vary ≈ 8,300,000 1. a) Olivia is incorrect. She needs to look at the
hundreds column and then decide if she will need
Reflect to round the thousands column up to 4 thousands
or down to 3 thousands.
Encourage children to use reasoning to explain their b) 14,000
chosen number. The number is less than half-way 13,700
between 200,000 and 300,000 so will be less than 2. The number rounds to 7,000,000 because it is closer
250,000. Estimate ≈ 2,400,000. to 7,000,000 than 6,000,000.

© Pearson Education 2018 2

 Year 6 Practice Book 6A Unit 1: Place value within 10,000,000

3. a) 100,000 Lesson 7: Negative numbers

100,000
200,000
➜ pages 24–26
200,000
b) 60,000
1. a) 1 °C
60,000
b) 10 °C
60,000
60,000 2. 8 places
4. 3. 14 metres
Rounded to the nearest 128,381 1,565,900 72,308 4. a) –10 °C; –5 °C; 5 °C; 10 °C; 25 °C
100,000 100,000 1,600,000 100,000
b) –16; –12; –8; –4; 4; 8; 12; 16
10,000 130,000 1,570,000 70,000
c) –20; 0; 20; 40; 60; 80; 100; 140
1,000 128,000 1,566,000 72,000 5. a) 7 ➜ section H
100 128,400 1,565,900 72,300 17·5 ➜ section K
10 128,380 1,565,900 72,310
11 ➜ section I
– 1
3 2 ➜ section D
–
5. Circled: 17,450; 16,790; 17,399; 16,500; 16,999; 17,098 5 ➜ section D
–
6. a) 15,692 11·1 ➜ section B
b) Answers will vary but must have 56, 59, 61 or 62 b) Three numbers between –12 and –9
thousands. 6. A = –16
c) 59,612 or 59,621 B=8
7. a) 10 7. a) 175
b) Any digit b) –225
c) 25,497 rounded to the nearest 10 and 100 is
25,500. Reflect
d) 25,997 rounded to the nearest 10, 100 and 1,000 is
26,000. A = –50; B = 20. Explanations will vary. Encourage children
to explain that between 0 and 40, there are 4 intervals,
Reflect which means that each interval is worth 10. Now we
know that B is 20 and if we count backwards in tens from
The answer is true. Explanations will vary. Encourage zero, then A = –50.
children to give two explanations to prove it, perhaps
using a number line and using a ‘rule’ that they may have
come up with. End of unit check
➜ pages 27–28

My journal

Answers may vary. Ensure that each number satisfies the

statement.

Power puzzle

5,293,187

© Pearson Education 2018 3

 Year 6 Practice Book 6A Unit 2: Four operations (1)

Unit 2: Four Lesson 2: Problem solving

– using written methods of
operations (1) addition and subtraction (2)
Lesson 1: Problem solving
➜ pages 32–34
– using written methods of
addition and subtraction (1) 1. a) 14,321 – 1,234 = 13,087
b) Methods may vary, for example:
➜ pages 29–31 14,321 – (1,234 + 9,876) = 3,211 or
13,087 – 9,876 = 3,211
1. c) 1,234 – 909 = 325; 9,876 – 909 = 8,967;
14,321 – 909 = 13,412
Th H T O
3 2 1 4 2. 6 years. Methods may vary – encourage children to
+ 5 6 4 use mental strategies of counting on or back, which
3 7 7 8 they can show on a number line.
2. Numbers from le to right along number line: 21,310; 3. C = 18,186
21,312; 21,322 Total = 7,614 + 12,900 + 18,186 = 38,700
25,322 – 4,012 = 21,310 Alternatively, since B is mid-way, it is the average of
3. a) 1,141 the three numbers so the total is 3 × 12,900, which is
38,700.
HTh TTh Th H T O
1 0 1 5 7 3
4. a) 3,087
– 1 0 0 4 3 2 b) 6,419,754
0 0 1 1 4 1 5. 15,200 + 21,500 – 29,750 = 6,950
b) 274,579 15,200 + 21,500 + 6,950 = 43,650
HTh TTh Th H T O 29,750
Amelia 6,950
2 3 4 5 0 1 ?
+ 4 0 0 7 8 Bella 15,200 21,500
2 7 4 5 7 9
They scored 43,650 points altogether.
4. a) 2,438 – 1,330 = 1,108
She flew 1,108 km further on Monday than on
Tuesday. Reflect
b) 2,438 – 227 = 2,211
2,438 + 1,330 + 2,211 = 5,979 Explanations may vary – encourage children to explain
She flew 5,979 km in total. that both numbers have decreased by 1, meaning
that the difference remains the same. However, the
5. Max has added in the hundreds column instead of calculation has become simpler as there is no longer any
subtracting. In the ten thousands column, Max thinks exchange needed in the calculation.
that 2 take away 0 is 0. The correct answer is 23,048.
5,000 – 1,728 = 4,999 – 1,727 = 3,272
6. 50,000 – 26,304 = 49,999 – 26,303 = 23,696
TTh Th H T O TTh Th H T O
3 9 3 2 5 1 1 0 1 1
– 1 8 3 0 1 2 4 0 1 4 Lesson 3: Multiplying numbers
2 1 0 2 4 + 6
9
1
6
0
0
2
4
4
9
up to 4 digits by a 1-digit
7. a) 9,090,909 number
b) 969,499
➜ pages 35–37
Reflect
1. a) 3 × 2,324 = 6,972
The missing number is 53,305. Problems will vary. 2,324 + 2,324 + 2,324 = 6,972
Encourage children to write a story where the unknown 6,000 + 900 + 60 + 12 = 6,972
is the part that was taken away from the whole of 74,505 b) 2,153 × 5 = 10,765
to leave 21,200 behind. 2,000 100 50 3
5 10,000 500 250 15

c) 5,203 × 6 = 31,218
d) 7 × 1,593 = 11,151

© Pearson Education 2018 1

 Year 6 Practice Book 6A Unit 2: Four operations (1)

2. 3,050 × 6 = 18,300 5 1 2 3
× 1 3
3. a) 251 × 7 = 1,757
1 5 3 6 9 3 × 5,123
b) 1,251 × 7 = 8,757 5 1 2 3 0 10 × 5,123
6 6 5 9 9
c) 1,251 × 8 = 10,008
c) 1,972 × 24 = 47,328
4. a) 2 × 5,500 = 11,000; 11,000 + 1,350 = 12,350
2. a) 365 × 24 = 8,760
The total mass of the boxes is 12,350 g.
There will be 8,760 hours in 2021.
b) 1,350 × 5 = 6,750
b) 3,600 × 24 = 86,400
The total mass of the boxes is 6,750 g.
There are 86,400 seconds in a day.
c) 5,500 × 3 = 16,500; 1,350 × 3 = 4,050;
16,500 + 4,050 = 20,550 3. Column multiplication showing:
Alternative method: 5,500 + 1,350 = 6,850; 5,056 × 7 = 35,392; 35,392 × 2 = 70,784;
6,850 × 3 = 20,550 5,056 × 14 = 70,784
The total mass of the boxes is 20,550 g. An explanation that 2 × 7 = 14 so you can first
multiply 5,056 by 7 and then the answer by 2 and this
5. a) Answers will vary. Ensure that children have taken
will give the same answers as 5,056 × 14.
the smaller product from the larger product to find
the difference. 4. 17 × 379 = 6,443
b) Biggest number = 8,765 × 9 = 78,885 The pool has 6,443 litres of water in it, so it is not full.
Smallest number = 6,789 × 5 = 33,945 5. 3,629 × 55 = 199,595

Reflect Reflect
Explanations may vary. Encourage children to notice Reasoning may vary, for example:
the link between multiplying out each column in the
1,254 × 21 = 26,334; 2,508 × 11 = 27,588 so 2,508 × 11 is
short multiplication and where the answer is found on
larger.
the grid method, for example: The 12,000 in the grid
2,508 × 11 = 1,254 × 2 × 11 = 1,254 × 22, which is larger
method can be seen as 1 ten thousand and 2 thousands
than 1,254 × 21 so 2,508 × 11 is larger.
in the column method. The 150 and 21 in the grid
method combine in the column method to show 171 as
1 hundred, 7 tens and 1 one.
Lesson 5: Dividing numbers
up to 4 digits by a 2-digit
Lesson 4: Multiplying numbers number (1)
up to 4 digits by a 2-digit
number ➜ pages 41–43

1.
➜ pages 38–40
2 5 6 10 5 1
6 1 5 3 6
1. a) 3,125 × 15 = 46,875 16 160 80 16

3 1 2 5 1,536 ÷ 6 = 256
× 1 5
2 5 5×5
1 0 0 5 × 20 1 6
5 0 0 5 × 100 16 2 5 6 100 20
1 5 0 0 0 5 × 3,000 60 6,000 1,200
5 0 10 × 5 256 ÷ 16 = 16
2 0 0 10 × 20
1 0 0 0 10 × 100
3 0 0 0 0 10 × 3,000 2 2 5
4 6 8 7 5 200 50 6
16 3 6 0 0
6 1,200 300 36
3,000 100 20 5
3,600 ÷ 16 = 225
10 30,000 1,000 200 50
5 15,000 500 100 25
1 2 0
b) 5,123 × 13 = 66,599 60 7 2 0 0
200 20 5
5,000 100 20 3
120 = 7,200 ÷ 60 16 3,200 320 80
10 50,000 1,000 200 30
3 15,000 300 60 9
2. a) 759 ÷ 33 = 23
b) 2,954 ÷ 14 = 211

© Pearson Education 2018 2

 Year 6 Practice Book 6A Unit 2: Four operations (1)

3. 3,500 ÷ 25 = 140. Max can use 140 g of guinea pig food using an example or a diagram, for example:
per day. 160 ÷ 4 = 40 and 320 ÷ 8 = 40. This means that if I
4. a) 468 ÷ 9 = 52 double both the dividend and divisor, the quotient
b) 4,689 ÷ 9 = 521 remains the same.
c) 378 ÷ 18 = 21
d) 3,798 ÷ 18 = 211 Reflect
5. 0 3 1 3 0 3 1 4
22 6 8 8 6 21 6 5 9 4
6,440 ÷ 20 = 322
Methods may vary, for example:
6,886 ÷ 22 = 313 6,594 ÷ 21 = 314
6,440 ÷ 2 = 3,220; 3,220 ÷ 10 = 322
6,440 ÷ 5 = 1,288; 1,288 ÷ 4 = 322

Reflect
Lesson 7: Dividing numbers
1,887 ÷ 17 = 111
up to 4 digits by a 2-digit
Methods may vary. Children could use short division or
the inverse grid method. Some children may already number (3)
have an idea of the ‘chunking’ or ‘partitioning’ method
and could show these too. ➜ pages 47–49

1. a) 399 ÷ 19 = 21
Lesson 6: Dividing numbers 10 10 1

up to 4 digits by a 2-digit 9 190 190 19

number (2) 19 3
2
9
1
9
1 9 0 10
➜ pages 44–46 2 0 9
1 9 0 10
1. a) 3,500 ÷ 7 = 500 1 9
500 ÷ 2 = 250 1 9 1
0
3,500 ÷ 14 = 250
There is 250 ml of juice in each glass. b) 385 ÷ 11 = 35
b) 360 ÷ 6 = 60 c) 888 ÷ 37 = 24
60 ÷ 4 = 15 2. 992 ÷ 31 = 32
Aki can make 15 clay shells. There are 32 classes.
2. 1,260 ÷ 10 = 126; 126 ÷ 2 = 63; 1,260 ÷ 20 = 63 3. a) 182 ÷ 13 = 14 c) 528 ÷ 11 = 48
180 ÷ 3 = 60; 60 ÷ 5 = 12; 180 ÷ 15 = 12 b) 364 ÷ 13 = 28 d) 528 ÷ 22 = 24
960 ÷ 2 = 480; 480 ÷ 8 = 60; 960 ÷ 16 = 60
1,100 ÷ 11 = 100; 100 ÷ 2 = 50; 1,100 ÷ 22 = 50 or 4. Answers may vary.
1,100 ÷ 2 = 550; 550 ÷ 11 = 50; 1,100 ÷ 22 = 50 Mo could have done:
3 3
3. a) Factors may vary. 2,700 ÷ 18 = 150 0 11 1
37 1 2 2 1
b) Factors may vary. 7,200 ÷ 12 = 600 7 4 0 20
c) Factors may vary. 5,400 ÷ 36 = 150 4 8 1
d) Dividing by factors 7 and 2 (in either order) 3 7 0 10
5,600 ÷ 14 = 400 1 1 1
1 1 1 3
4. a) i) 480 ÷ 8 = 60
0 33
60 ÷ 2 = 30
So, 480 ÷ 16 = 30 Olivia could have done:
3 3
ii) 960 = 480 × 2 and 32 = 2 × 16 0 11 1
37 1 2 2 1
Therefore, 960 ÷ 32 = 480 multiplied by 2,
3 7 0 10
divided by 2 and divided by 16. 7
8 1
5 1
Multiplying by 2 and dividing by 2 are inverse 3 7 0 10
operations so will cancel each other out. 4 8 1
So 960 ÷ 32 = 480 ÷ 16 = 30 3 7 0 10
b) Ambika is correct – encourage children to prove 0
1 10
1 1
1
this using an example or by drawing a diagram, for 7 4 2

example: 3 7 1
3 7
160 ÷ 4 = 40 and 160 ÷ 8 = 20. This means that if I
0 33
double the divisor, the quotient is halved.
Bella is incorrect – encourage children to disprove 5. 702 ÷ 26 = 27

© Pearson Education 2018 3

 Year 6 Practice Book 6A Unit 2: Four operations (1)

3. Lines drawn to match calculations to remainders:

Reflect 450 ÷ 20 ➜ 10
301 ÷ 10 ➜ 1
Answers may vary – encourage children to check the 955 ÷ 50 ➜ 5
answer using the inverse calculation of 23 × 24. 685 ÷ 25 ➜ 10
335 ÷ 33 ➜ 5

Lesson 8: Dividing numbers 4. a) 300 ÷ 11 = 27 remainder 3

b) 300 ÷ 31 = 9 remainder 21
up to 4 digits by a 2-digit
c) 750 ÷ 17 = 44 remainder 2
number (4)
d) 850 ÷ 17 = 50
➜ pages 50–52 5. 475 ÷ 35 = 13 remainder 20
The ranger needs to buy 14 bags of seeds.
1. a) 735 ÷ 15 = 49 6. Answers will vary. Encourage children to use their
b) 1,890 ÷ 15 = 126 knowledge of multiples to solve this. The missing
c) 5,610 ÷ 15 = 374 number can be 1 less than any multiple of 41.
2. 1,331 ÷ 11 = 121 This will always leave a remainder of 40. For example:
There will be 121 teams. 41 × 10 = 410, so 409 ÷ 41 = 9 remainder 40
3. 2,444 ÷ 26 = 94, Jen cycles 94 km per day.
2,325 ÷ 25 = 93, Toshi cycles 93 km per day. Reflect
Jen cycles more kilometres per day than Toshi.
Explanations may vary. Encourage children to use
4. a) I know that 10 × 61 = 610, not 620. Ebo has made a
Reena’s method and then check if 300 ÷ 21 has a
mistake at 7 × 61, as it should be 427, not 437.
remainder of 2. Reena is incorrect although her
Number line corrections: 427, 488, 549, 610
calculation is correct i.e. 300 ÷ 3 = 100; then
b) 8,845 ÷ 61 = 145
100 ÷ 7 = 14 remainder 2. However, this remainder as a
5. 2,790 ÷ 31 = 90 fraction is 27 and if you use equivalence and link it back to
the original divisor, 27 = 21
6
. There the remainder is 6 and
2,790 ÷ 62 = 45
5,580 ÷ 31 = 180 not 2.
279 ÷ 31 =9
930 ÷ 31 = 30 2,790 ÷ 31 = 90
Lesson 10: Dividing numbers
558 ÷ 31 = 18 837 ÷ 31 = 27 up to 4 digits by a 2-digit
number (6)
Reflect ➜ pages 56–58
2,553 ÷ 23 circled. Explanations may vary – encourage 1. a) 2,000 ÷ 75 = 26 remainder 50
children to notice that 23 is a prime number so there are Amelia can make 26 ice lollies. She will have 50 ml
no useful factors to divide by to make the calculation of juice le.
easier. b) 2,500 ÷ 95 = 26 remainder 30
1,440 ÷ 30 = 48 Bella has 30 ml of juice le, which is less than
2,553 ÷ 23 = 111 Amelia.
c) Amelia can make 50 75
or 23 of an ice lolly with her
remaining juice.
Lesson 9: Dividing numbers Bella can make 30
95
6
or 19 of an ice lolly with her
up to 4 digits by a 2-digit remaining juice.
2. a) 1,000 ÷ 11 = 90 remainder 10
number (5) b) 2,000 ÷ 11 = 181 remainder 9
c) 4,000 ÷ 22 = 181 remainder 18
➜ pages 53–55 d) 8,000 ÷ 22 = 363 remainder 14
Answers will vary, for example:
1. Aki is correct. 2,000 ÷ 11 = (2 × 1,000) ÷ 11. The answer will therefore
100 ÷ 13 = 7 remainder 9 be 2 × 90 with a remainder of 2 × 10. However, it
Emma: 100 ÷ 14 = 7 remainder 2 does not make sense to have a remainder of 20
Aki: 101 ÷ 13 = 7 remainder 10 when dividing by 11. Instead this gives 1 more group
2. 200 ÷ 15 = 13 remainder 5 of 11 with a remainder of 9. So, 2,000 ÷ 11 = 181
Andy can fill up 13 pages and will have 5 stickers le remainder 9.
over.

© Pearson Education 2018 4

 Year 6 Practice Book 6A Unit 2: Four operations (1)

3. 2,515 ÷ 20 = 125 remainder 15

So, working out the division exactly gives
125 15
20
or 125 34 . 34 of £1 is 75p or £0·75
Each class gets £125·75.
4. Answers may vary. Encourage a systematic approach –
make the divisor the largest possible number so that
you can make larger remainders.
1,137 ÷ 95 = 11 remainder 92

Reflect
Answers will vary. Encourage children to work out a
division equation that leaves a remainder of 10 first.
They can then use this equation to create the story
problem.
Encourage children to use multiplication to find a
division calculation which will have a remainder of 10,
for example: 35 × 20 = 700. Therefore 700 ÷ 35 = 20 so
710 ÷ 35 = 20 remainder 10.

End of unit check

➜ pages 59–60

My journal

Answers will vary. Encourage children to use their

number sense (in this case, knowing the patterns in
multiples of 25) to help them find an equation that
leaves a remainder of 10 when divided by 25.

Power puzzle

Children should find that, whatever numbers they begin

with, they eventually find themselves ‘stuck’, constantly
using and reusing the digits 6, 1, 4, 7.

© Pearson Education 2018 5

 Year 6 Practice Book 6A Unit 3: Four operations (2)

Unit 3: Four Lesson 2: Common multiples

operations (2) ➜ pages 64–66

Lesson 1: Common factors 1. 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20
➜ pages 61–63 21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40
1. a) 1 × 14 = 14 41 42 43 44 45 46 47 48 49 50
2 × 7 = 14 51 52 53 54 55 56 57 58 59 60
1 × 18 = 18
61 62 63 64 65 66 67 68 69 70
2 × 9 = 18
71 72 73 74 75 76 77 78 79 80
3 × 6 = 18
81 82 83 84 85 86 87 88 89 90
The factors of 14 are 1, 2, 7 and 14.
The factors of 18 are 1, 2, 3, 6, 9 and 18. 91 92 93 94 95 96 97 98 99 100

b) The common factors of 14 and 18 are 1 and 2. The common multiples of 6 and 8 up to 100 are 24, 48,
c) Children can draw diagrams to show that 14 does 72 and 96.
not form into an array with rows of 6. So 6 is not a
2. a) 1 2 3 4 5 6 7 8 9 10
factor of 14 and it therefore cannot be a common
factor of 14 and 18. 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
2. Factors of 40: 1 × 40; 2 × 20; 4 × 10; 5 × 8
31 32 33 34 35 36 37 38 39 40
Factors of 100: 1 × 100; 2 × 50; 4 × 25; 5 × 20; 10 × 10 41 42 43 44 45 46 47 48 49 50
The common factors of 40 and 100 are: 1, 2, 4, 5, 10, 51 52 53 54 55 56 57 58 59 60
20 61 62 63 64 65 66 67 68 69 70

3. 8 is in the wrong place because it is a factor of both 71 72 73 74 75 76 77 78 79 80

80 and 200. 8 × 10 = 80; 8 × 25 = 200 81 82 83 84 85 86 87 88 89 90

5 is in the wrong place because it is a factor of both 91 92 93 94 95 96 97 98 99 100

80 and 200. 5 × 16 = 80; 5 × 40 = 200

b) 1 2 3 4 5 6 7 8 9 10
4 a)
11 12 13 14 15 16 17 18 19 20

Factors of 35 Factors of 50 Factors of 70 21 22 23 24 25 26 27 28 29 30

1 1 1 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50
5 2 2
51 52 53 54 55 56 57 58 59 60
7 5 5 61 62 63 64 65 66 67 68 69 70
35 10 7 71 72 73 74 75 76 77 78 79 80

25 10 81 82 83 84 85 86 87 88 89 90

50 14 91 92 93 94 95 96 97 98 99 100

35
3.
Multiple of 5 Multiple of 4
70

b) Answers may vary but must be a multiple of 60. 15 40 16

The lowest common factor of 1, 2, 3, 4 and 5 is 60,
30 60
so any multiple of 60 will be a common factor. 20
45
100

Reflect 6

Common factors of 15 and 60: 1, 3, 5, 15 Description may vary, for example: I notice that all the
No, you would not need to check all the numbers up to common multiples of 4 and 5 are multiples of 20.
60. All the common factors must be factors of 15 so you 4. 240, 300 and 360
would only need to check all the numbers up to 15.
5. a) The bar model shows that 48 is divisible by
12 exactly and it is also divisible by 4 exactly.
Therefore 48 is a multiple of 12 and a multiple of 4,
so it is a common multiple of 12 and 4.
b) No, the lowest common multiple of 4 and 12 is 12,
so the common multiples up to 100 would be all
multiples of 12 up to 100. Andy has missed out 12,
24, 36, 60, 72 and 84.
© Pearson Education 2018 1
 Year 6 Practice Book 6A Unit 3: Four operations (2)

Reflect Reflect
Answers may vary but all must be multiples of 100. Explanations may vary. Encourage children to explain
Encourage children to find the lowest common multiple, that they can work out prime or composite numbers
which is 100. All other common multiples will be using times-table and division knowledge or by drawing
multiples of 100. arrays. 85 is not prime as it is in the 5 times-table, so it
has a factor of 5. 89 is prime – a multiplication tables
grid shows that it is not a multiple of any number
Lesson 3: Recognising prime between 2 and 10 and so it only has two factors, 1 and
itself.
numbers up to 100
➜ pages 67–69 Lesson 4: Squares and cubes
1. Children to show 7 by 7 array to demonstrate that 49 ➜ pages 70–72
has a factor of 7.
49 ÷ 7 = 7. 1. a) 49 circled; 7 × 7 = 49
So, factors of 49 are 1, 7 and 49. b) 125 circled
2. I know 51 is not a prime number because it has 2. a)
factors 1, 3, 17 and 51. (Alternatively, children may just
give a factor which is not 1 or 51, for example they
may say that 3 is a factor of 51).
I know 55 is not a prime number because it has
factors 1, 5, 11 and 55. (Alternatively, children may just b)
give a factor which is not 1 or 55, for example they
may say that 5 is a factor of 55.)
53 is a prime number because it only has two factors,
1 and itself (53).
3. 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40 3. a) 81 d) 8 g) 1
41 42 43 44 45 46 47 48 49 50 b) 100 e) 4 h) 1
51 52 53 54 55 56 57 58 59 60
c) 121 f) 4 i) 2
61 62 63 64 65 66 67 68 69 70 4. 72 more cubes need to be added. Explanations may
71 72 73 74 75 76 77 78 79 80 vary, for example:
81 82 83 84 85 86 87 88 89 90 … because each layer is made from 6 × 6 cubes and
91 92 93 94 95 96 97 98 99 100 you need 2 more layers to complete the big cube.
6 × 6 × 2 = 72.
4. Children should write two numbers in each cell from
the following possible answers: … because there are 6 × 6 × 4 = 144 cubes in the
Top le cell: 2, 5 shape whereas 6 × 6 × 6 = 216. 216 – 144 = 72.
Bottom le cell: 1, 4, 10, 20, 25, 50, 100 5. Bella is incorrect as 30 × 30 = 900. She only multiplied
Top right cell: Any prime number except 2 and 5 30 by 3 and not by 30.
Bottom right cell: Any non-prime numbers except 1, 4, 6. Prime Even Square number
10, 20, 25, 50 and 100 91
The top le section can have no more numbers in it
as they are the only two factors of 100 that are also 13 4
81
prime. 2 14 100 16

64
5. Explanations may vary, for example: 9

No, I do not agree. I know that 99 has a factor of 3, so

if I partition 123 into 99 + 24, I know that 24 also has a
factor of 3. Therefore 123 must have a factor of 3 so it All square numbers can be written as a × a, for some
is not prime. whole number a. Square numbers (apart from 1)
This shows that if a number is prime, adding on 100 therefore have more than two factors since their
will not necessarily give a prime number. factors include 1, a and the number itself. The square
number 1 is not prime as it has only one factor, 1
(itself). So, there are no prime square numbers and
the circles do not need to overlap.

© Pearson Education 2018 2

 Year 6 Practice Book 6A Unit 3: Four operations (2)

Reflect Lesson 6: Brackets

Corrected equations: 12 = 1; 32 = 9; 53 = 125 ➜ pages 76–78

Comments may vary, for example: 1.

Danny has worked out 1 × 2 but this is not the same as 10 + (2 × 3)
12. Danny needs to remember that when you square a
number you multiply it by itself so 12 = 1 × 1 = 1. 10 1 1

2 2
9 = 9 × 9 = 81 so it is not true that 9 = 3. Danny has 10 1 1
(10 + 2) × 3
squared the wrong number as it is true that 3 × 3 = 9
so 32 = 9.
10 1 1

?
Danny has worked out 5 × 3 but this is not the same
as 53. Danny needs to remember that when you cube a 3 + (2 × 10) 10 3 3
number you multiply it by itself and then by itself again
so 53 = 5 × 5 × 5 = 125. 2. a) 100; 25 × 4 = 100
b) 9
c) 75
Lesson 5: Order of operations d) 3
3. a) Circled: 12 × (3 + 5)
➜ pages 73–75 b) (3 + 5) × 15 = 120
c) (5 × 3) + (3 × 5). This can also be written without
1. Lines drawn to match: brackets.
3 × 2 + 6 → second image (towers of cubes)
3 + 2 × 6 → third image (bead string) 4. a) <
3 × 6 + 2 → first image (ten frames) b) >
c) =
2. a) 5 + 1 × 5 = 10 Image should show 5 counters
(1 group of 5) and another 5 5. a) Answers may vary. Possible solutions include:
counters. (2 + 2 + 2) × 2 = 12; 2 × (2 + 2 × 2) = 12
b) 5 × 2 – 5 = 5 Image should show 5 groups of 2 b) Answers may vary. Possible solutions include:
counters (or 2 groups of 5 counters), 10 = 3 ÷ 3 + 3 × 3; 10 = (3 × 3) + (3 ÷ 3)
with 5 counters crossed out. 6. a) Answers may vary. Possible solutions include:
3. a) 36 – 3 = 33 Greater than 100: (10 + 10) + (10 × 10) = 120;
b) 20 + 140 = 160 10 × 10 + 10 ÷ 10 = 101; 10 × 10 × (10 + 10) = 2,000
c) 10 – 8 = 2 Between 0 and 1: (10 ÷ 10) ÷ (10 × 10) = 0·01;
d) 800 – 8 = 792 (10 – 10) × 10 × 10 = 0; (10 + 10 – 10) ÷ 10 = 1
e) 50 – 5 = 45 Less than 0: (10 – 10) – 10 × 10 = –100;
f) 64 – 56 = 8 (10 ÷ 10) – (10 × 10) = –99; 10 – 10 × 10 × 10 = –990
b) Answers will vary as children are asked to give the
4. a) 36; 180 largest and smallest results they can find.
b) 48; 320 Largest: 10 × 10 × 10 × 10 = 10,000
c) 60; 5 Smallest: 10 – 10 × 10 × 10 = –990
d) 120; 5
5. a) 50 Reflect
18
500 Explanations may vary – encourage children to prove, by
b) Answers will vary. Each calculation should have the solving the calculations, that the le side is greater than
same number in both boxes so that the answer to the right side.
the division is 1.
Explanations will vary, for example: 10 × (3 + 4) > 10 × 4 + 3
Each pair of missing numbers involves the same 70 > 43
number in each box.
The dividend and divisor are always the same
number to give a quotient of 1.

Reflect
Answers will vary – encourage children to write the
multiplication and division part as the second operation
in the calculation so that they cannot get it correct
accidentally by just working from le to right.

© Pearson Education 2018 3

 Year 6 Practice Book 6A Unit 3: Four operations (2)

Lesson 7: Mental 3. a) 49,000

b) 800,000
calculations (1) c) 850,000
4. a) 900
➜ pages 79–81 b) 9,000
c) 5
1. a) 57
d) 19,000
b) 396
c) 35 × 9 = 315; 10 × 35 = 350 5. 1,000 less 100 less Number 100 more 1,000 more
99,001 99,901 100,001 100,101 101,001
2. a) Kate receives 3p change.
b) Ebo spends £4·75 in total. He receives £15·25 999,001 999,901 1,000,001 1,000,101 1,001,001

change. 899,500 900,400 900,500 900,600 901,500

8,101 9,001 9,101 9,201 10,101
3. a) 200
b) 250 6. a) 424,900
c) 300 b) Solution can be any number between 1,800,010
d) 225 and 2,000,010 (but not 1,800,010 or 2,000,010
4. Explanations may vary, for example: Sofia rounded themselves).
98 to 100 and worked out 6 × 100 = 600. She added
2 cm to each length of wood, so she needs to subtract Reflect
6 × 2 from her answer. Sofia’s mistake was that she
subtracted 6 not 12. The correct answer is 588 cm or Answers will vary – encourage an explanation that the
5 m and 88 cm. calculations that can easily be solved mentally will
5. Explanations may vary – encourage children involve limited exchange, for example, addition or
to use mental methods to work out that subtraction of multiples of powers of 10. Calculations not
9 × 49 = 9 × 50 – 9 = 441. Then use mental maths easily solved mentally will involve multiple exchanges.
to solve 9 × 25 = 10 × 25 – 25 = 225. Use subtraction to
work out 441 – 225 = 216 and use addition to work out
441 + 225 = 666. Lesson 9: Reasoning from
known facts
Reflect
➜ pages 85–87
Answers may vary – encourage an explanation of
using number sense. For example, if the numbers in a 1. a) 5 × 6 × 7 = 210
calculation are near multiples of 10 it may be efficient b) 6 × 5 × 5 = 150
to use rounding then adjust the answer; if an addition c) 3 × 7 × 9 = 189
or subtraction calculation does not involve exchange d) 5 × 8 × 7 = 280
or only one simple exchange, it may be easy to do 2. a) 425 + 85 = 510
mentally; if numbers are close together when finding the b) 14 × 84 = 1,176
difference, then a counting up mental strategy could be c) 4 × 164 = 656
used.
3. Jamilla has multiplied by the difference between 148
and 48, instead of adding 6 lots of the difference.
Lesson 8: Mental To get the correct answer: 148 × 6 = (100 × 6) + (48 × 6).
As she already knows 48 × 6 = 288,
calculations (2) 148 × 6 = 600 + 288 = 888.
4. a)
➜ pages 82–84 16 × 17 = 272

1. a) 250 – 20 = 230 16 × 16 = 256 2,560 ÷ 16 = 160

250,000 – 20,000 = 230,000
The remaining counters represents two hundred
256 ÷ 16 = 16
and thirty thousand.
b) 115 + 5 = 120
25,600 = 160 × 160 256 = 8 × 32
115,000 + 5,000 = 120,000
Now Ambika can represent 120,000.
32 × 16 = 512
2. a) 354,000
b) ninety-three thousand b) Answers will vary – ensure that children have
c) three hundred thousand used the related fact for their new equations, for
d) 3,205,500 example: 16 × 15 = 240; 2,560 ÷ 160 = 16; 162 = 256

© Pearson Education 2018 4

 Year 6 Practice Book 6A Unit 3: Four operations (2)

5. a) 251 × 11 = 2,761
b) 652 = 4,225
c) 25 × 81 = 2,025

Reflect
Answers may vary – encourage children to write facts
that include doubling or multiplying by a power of ten,
and/or using the inverse, for example: 85 × 6 = 510;
255 ÷ 3 = 85; 85 × 30 = 2,550.

End of unit check

➜ pages 88–89

My journal

Olivia is correct as 302 = 30 × 30 = 900

Mo’s idea is also correct, as 29 × 30 = 302 – 30.
So, 29 × 30 = 900 – 30 = 870

Power puzzle

Yes, you can make any whole number by adding 2 or 3

prime numbers.
Here are some possible solutions:
4=2+2 15 = 5 + 5 + 5
5=2+3 16 = 7 + 7 + 2
6=3+3 17 = 7 + 7 + 3
7=2+2+3 18 = 13 + 5
8=5+3 19 = 17 + 2
9=3+3+3 20 = 17 + 3
10 = 5 + 5
11 = 5 + 3 + 3 100 = 97 + 3
12 = 5 + 5 + 2 101 = 97 + 2 + 2
13 = 5 + 5 + 3
14 = 7 + 7 200 = 197 + 3

© Pearson Education 2018 5

 Year 6 Practice Book 6A Unit 4: Fractions (1)

Unit 4: Fractions (1) b) 3

5
3
Lesson 1: Simplifying 5
3
5
fractions (1) 5
3
= 1 23
Descriptions of patterns may vary, for example:
➜ pages 90–92
In part a) I noticed that the fraction part stayed the
same, just the whole number changed.
1. a) 4 (14)
In part b) I noticed that the first three fractions
b) 56 ; ÷ 7
gave the same answer – they are all equivalent. The
c) ÷ 5; 57 ; ÷ 5
last fraction swapped the digits in the numerator
7
2. a) 12
c) 49 e) 80 (72
80
) and denominator and so made an improper
2
b) 5
d) 34 18
f) 18 (24) fraction which could then be converted to a mixed
90 number.
3. 120
= 45 = 15 = 3
60 20 4
3. a) Emma has not simplified fully as she has not used
4. a) One part shaded
the highest common factor. She needs to simplify
b) Two parts shaded
further by dividing both the numerator and
c) Four parts shaded
denominator by 3 to give 12 .
d) Five parts shaded
b) Emma has swapped the numerator and
5. Ebo has found equivalence by dividing both the denominator when simplifying. The fraction
numerator and denominator by 4, which gives a correctly simplified is 21 or just 2.
decimal number as denominator. However, writing c) Emma has simplified the fraction part correctly
a fraction in its simplest form involves finding the by dividing the numerator and denominator by 2,
equivalent fraction with the smallest possible whole however she has also divided the whole number
number numerator and denominator. So, the simplest part by 2 which is wrong. 8 10 4
should simplify to 8 25 .
form of 46 is 23 .
4. a) 6 23 c) 15 12 e) 2 12
6. a) Circled: 10 5 7
20 b) 12 d) 11 f) 1 14
b) Circled: 18 42
24 5. 30
25 40
7. a) b) 20
40 64 6. 40
8. a) 8 67 3
7. a) or 4 16
b) 22 16
419
c) 45 b) 48
or 8 35
48
d) Answers may vary, for example:
1 (missing number on top), 5 (missing number on Reflect
bottom)
4 (missing number on top), 9 (missing number on Look at the fractional part and find the highest
bottom) common factor of 16 and 24 which is 8. Now divide both
7 (missing number on top), 13 (missing number on the numerator and denominator by 8 to give 23 . The
bottom) whole part cannot be simplified so, 4 16
24
= 4 23 .

Reflect
Lesson 3: Fractions on a
12
To simplify first find the highest common factor of 12
18
, number line
and 18, which is 6. Then divide both the numerator and
denominator by 6 to give 23 . ➜ pages 96–98

1. a) 23 ; 1 13 ; 2 23 b) 9 68 c) 7 12 ; 8 14
Lesson 2: Simplifying
2. a) 5 45 b) 5 25
fractions (2) 3. a) 2
85
1
95
1
92

➜ pages 93–95
6
1. 10
= 35 8 9 10
6
So, 4 10 = 4 35
2
2. a) 5
b) 1
15
30
20
17
10
9
2 10
2
1 5
2
2 5
32 25 1 2 3

© Pearson Education 2018 1

 Year 6 Practice Book 6A Unit 4: Fractions (1)

2. a) 20 is the lowest common multiple as 20 is the

4. a) 12 46 , 13 16 , 13 46 , 14 16 , 14 46
smallest number which is in the 5, 10 and 4 times-
b) 11 12 , 11 56 , 12 16 , 12 12 tables.
c) 14 16 , 13 12 , 12 56 , 12 16 , 11 12 b) 45 = 16 ; 7 = 14 ; 3 = 15
20 10 20 4 20
d) 14 16 , 13 16 , 12 16 , 11 16 4
5
is the biggest fraction. Explanations may vary,
5. Answer d) circled. The differences between the for example: I found equivalent fractions with
fractions are 34 , 34 and then 12 , so the pattern does not a denominator of 20 and then compared the
go up by the same amount each time. numerators.
6. a) 52
1
7 10
5
94
3 3. D, C, A, B
4. a) 11 , 7 , 2, 1
15 10 3 2
b) 33 , 78 , 34 , 16
0
1
10 5. I do not agree with the article. 38 = 15
40
and 25 = 16
40
so
78
chocolate is the most popular flavour.
1 5 3
b) 52 7 10 94
6. a) The missing digit could be 5, 6 or 7.
b) Answers may vary. Possible solution: 12 ; 12
7 2 6
; 3; 8

5 10
78
1 Reflect
Explanations will vary, for example: The two Lexi is incorrect.
number lines are the same length but the top line
represents the range 0 to 10 while the bottom Explanations may vary, for example:
5
line represents the range 5 to 10. A range of 1 on 8
= 15
25
5
and 12 = 10
24
so 58 is greater than 12
5
.
1
the top line is represented by 10 of the top line Dividing a whole into a larger number of equal pieces
1
but 5 of the bottom line. So the distance between will mean that the size of each piece is smaller.
the numbers on the top line is half the distance 1
Therefore 12 is smaller than 18 . This means that 12
5
will be
between the same numbers on the bottom line. 5
smaller than 8 .

Reflect
Lesson 5: Comparing and
The first arrow is pointing to 3 34 – I know this because
each whole is split into 4 equal parts on the number
ordering fractions (2)
line, making each part one quarter. It is on the third part
up from 3 so this will be 3 34 . ➜ pages 102–104

The second arrow is pointing to 4 18 – I know this because 1. a) 4 23 = 4 46 ; 4 12 = 4 36

half of 14 is 18 . The arrow is pointing halfway between
So 4 23 > 4 12 .
the first part aer 4, so this will be 4 18 .
b) 11
4
= 22
8
So 11 > 19 .
Lesson 4: Comparing and 4 8
c) The LCM of 5 and 3 is 15.
ordering fractions (1) 2 15 = 2 153
; 2 13 = 2 15
5

So 2 15 < 2 13 .
➜ pages 99–101 2. a) 3 38 = 27 , which is smaller than 29 , so 3 38 < 29 .
8 8 8
Alternatively: 8 = 3 8 which is greater than 3 38 ,
29 5
1. a) The LCM of 2 and 4 is 4. so 29 > 3 38 .
1 2 8
=
2 4 b) Explanations may vary, for example:
So 12 < 34 . 5 16 is bigger than 4 56 because 5 wholes is bigger
b) The LCM of 5 and 10 is 10. than 4 wholes.
3
=6 5 16 is greater than 5 but 4 56 is smaller than 5,
5 10
so 5 16 > 4 56 .
So 35 < 107
.
c) The LCM of 8 and 3 is 24. 3. a) The LCM of 3 and 7 is 21.
3
= 9 ; 2 = 16 8 23 = 8 14 ; 60 = 8 47 = 8 12
21 7 21
8 24 3 24
So 38 < 23 . So 8 23 > 607
.
d) The LCM of 5 and 7 is 35. b) 11
7
< 1 11
14
3 21 4 20
= ; = c) 35
6
> 45
8
5 35 7 35
So 35 > 47 . 7 17 87 27
4. 8 15 , 2 , 10 , 3
5. 4 15

© Pearson Education 2018 2

 Year 6 Practice Book 6A Unit 4: Fractions (1)

b) Subtract the wholes: 3 – 1 = 2

6. A = 49 ; B = 10 ; C = 83
6 Subtract the parts: 34 = 12
9 1 2
; 6 = 12
3 1 9 2 7
– = – =
Reflect 4 6 12 12 12
So 3 34 – 1 16 = 2 12
7

Explanations may vary – encourage children to show that 2. a) 3 11

15
c) 4 19
20
they could either turn both numbers into mixed number, b) 5 79 3
d) 8 20
find equivalent fractions with a common denominator
and compare, or turn both into improper fractions, find 3. a) 2 25 litres of water will leak out in 2 minutes.
1
equivalents with a common denominator and compare. b) 10 10 litres is le in the bucket aer 2 minutes.
4. 11 23 + 3 14 = 14 11
12

Lesson 6: Adding and 5. Jamie’s other number is 5 17 40

. I can check by adding:
16 38 + 5 17 = 16 15
+ 5 17
= 21 32
= 21 45 .
subtracting fractions (1) 40 40 40 40

Reflect
➜ pages 105–107
Encourage children to explain the bar model. We know
1. a) The LCM of 4 and 10 is 20. the total and a part so we need to use subtraction to
3 15 1
= ; = 2 ; 15 + 2 = 17
4 20 10 20 20 20 20 find the missing part. ? + 5 34 = 7 56 , so ? = 7 56 – 5 34 . The
So 34 + 10
1
= 17
20 missing number is 2 121
.
b) The LCM of 8 and 12 is 24.
7 21 5
= ; = 10 ; 21 – 10 = 11
8 24 12 24 24 24 24
So 78 – 12
5
= 11
Lesson 8: Adding fractions
24
1
2. 20
of a metre remains. ➜ pages 111–113
3. Ambika has added both the numerator and
5
denominator. To work out the calculation correctly, 1. a) 6 12 b) 2 26 = 2 13
you need to find the lowest common denominator 2. a) 9 17 b) 8
30
and find equivalent fractions using this denominator.
You can then add the numerators but the 3. No, it is not the most efficient method as Kate is
3
denominator will stay the same. 10 + 15 = 10
3 2
+ 10 5
= 10 first converting to an improper fraction, which will
1
which can be simplified to 2 . result in quite large numerators. Then she will need
13 1
to find equivalent fractions and this will make the
4. a) 15
c) 12 numerators even bigger. She will then need to add
23 13
b) 24
d) 20 the numerator before converting the answer back
5. 6 to a mixed number and/or simplifying. This involves
7
a lot of calculation with big numbers. It will be
6. No, Richard is not correct. 59 + 25 = 25 + 18 = 43 .
45 45 45 more efficient to add the wholes and fraction parts
This is less than the whole book as that would be 45 45
. separately then combine these and write the fraction
7. a) 12 + 38 = 78 b) 12 – 17 = 14
5
as simply as possible.
1
4. Aki spends 4 12 of an hour on his homework.
Reflect 1
5. The distance from the café to the beach is 5 10 km.
9
Amelia found the lowest common denominator of 20, 6. Mo needs 18 10 metres of fencing.
however, she forgot to multiply the numerators in Mo needs to buy 5 packs of fencing.
order to find equivalent fractions. The correct calculation
8
is 20 5
+ 20 = 13
20
. Reflect
Explanations may vary – encourage children to first
Lesson 7: Adding and add the wholes and then add the parts, converting any
subtracting fractions (2) improper fractions to mixed numbers as they go. Finally
add all the wholes together and then add on the part.
4 56 + 2 38 = 6 + 20 + 9 = 6 + 29 5
= 7 24 .
➜ pages 108–110 24 24 24

1. a) Add the wholes: 4 + 1 = 5

Add the parts: 23 = 46
2 1 4 1 5
+ = + =
3 6 6 6 6
So 4 23 + 1 16 = 5 56

© Pearson Education 2018 3

 Year 6 Practice Book 6A Unit 4: Fractions (1)

Lesson 9: Subtracting fractions Reflect

➜ pages 114–116 Answers will vary – ensure that the calculation in the
problem gives an answer of 2 13 .
1. a) 1 34 c) 6 11
12
b) 11
15
d) 4 17
20
2. a) 3 35 b) 2 25 Lesson 11: Problem solving
3. 1 11
15
– adding and subtracting
4. The baby giraffe is 1 13
20
m tall. fractions (2)
5. Add together the difference of 16 + 1 + 15 = 1 11
30
.
7 ➜ pages 120–122
6. 1 10
5
7. Heart = 4 12 (Star = 1 11
12
) 1. The height of the tallest elephant is 2 17
20
metres.
2. The mass of the empty picnic basket is 14 kg.
Reflect 3. There were 11 34 million downloads in total.
Methods may vary – children may choose to convert 4. The spider is 23
30
metres from the top of the drain pipe.
both mixed numbers to improper fractions, then find 5. The distance BC is bigger than the distance AB by 89 .
equivalent fractions with the same denominator, before
doing the subtraction and simplifying/converting back
Reflect
to a mixed number.
or Answers will vary – encourage children to spot their
Children may opt to exchange one whole into fihs to mistakes and learn from them. How could they make
ensure the fraction part in the minuend is bigger than things easier? Would being fluent with their times-tables
the fraction part in the subtrahend, before finding help?
equivalence with the same denominator and subtracting.
or End of unit check
Children could show finding the difference by counting
on from the subtrahend to the minuend and adding the ➜ pages 123–125
parts together, for example: 14 + 2 + 15 .
Solution: 5 15 – 2 34 = 2 20
9
My journal

Lesson 10: Problem solving 7

1. A = 1 15 1
C = 1 24 7
E = 5 18
B = 19 3 1
– adding and subtracting 20
D = 8 20 F = 1 12
2. Danny’s method is correct. Jamie’s method is not
fractions (1) quite correct as first she will need to exchange one
whole for 4 quarters to ensure that the fraction part
➜ pages 117–119 of the minuend is bigger than the fraction part of the
9
subtrahend.
1. The total mass of the apple and pineapple is 10  kg.
5
Solution: 1 17
20
2. The perimeter of the triangle is 1 21 m.
9
3. There is 3 10 m of wood remaining. Power puzzle
4. 3
24 1. a) 6 37 + 3 45 = 9 35
8

b)
5 11
16 12 1 103 2 21 3 1
5

5 1
12 2
4 43 2
3
1 127
7
5. The total length of the pencils is 22 20 cm.
4 19
3 65 47
6. Georgia weighs 1 15 lbs more than Anna. 20
4 60

© Pearson Education 2018 4

 Year 6 Practice Book 6A Unit 5: Fractions (2)

Unit 5: Fractions (2) b) 23 × 25 = 15

4

Lesson 1: Multiplying a fraction

by a whole number 3. a) 6
=3
20 10
b) 10 5
=
18 9
2 6 12
4. a) × =
3 7 21
= 47 b) 3 2
× =6
4 5 20
3
= 10
➜ pages 126–128
5. This statement is always true because you are
7 multiplying a number less than one by another
1. a) 4
= 1 34 b) 8
5
= 1 35 c) 12
3
=4
number less than one. In other words, you are finding
7
2. a) 2
= 3 12 c) 18
8
= 2 28 or 2 14 a part of a part.
12
b) 5
= 2 25 d) 35
10
= 3 105
or 3 12
3. 1 × 3 = 3 Reflect
3
5
× 3 = 95 = 1 45
3 + 1 45 = 4 45 Children to show a pictorial representation of 12 × 35 –
encourage children to explain that 12 times 35 is the same
So 1 35 × 3 = 4 45
as 12 of 35 .
and
1 35 = 85
8
5
× 3 = 245 Lesson 3: Multiplying a
24 4
5
= 4 5 fraction by a fraction (2)
4. a) 13 15 c) 8 14
b) 18 23 d) 20 25 ➜ pages 132–134
5. Kate has multiplied the numerator and the
1. a) 38
denominator by 4. The denominator is the unit of that
b) You can multiply the numerators together and the
number and so does not change when you multiply a
denominators together.
fraction. The answer should be 83 = 2 23 .
2×1
11 2. a) = 2 = 18 b) 2×3 6
= 36 = 16 c)1 × 10
= 10 =2
6. 5
= 2 15 9 × 4 36 9×4 5 × 11 55 11
1 4
His owner needs to buy 3 bags of dog biscuits. 3. a) 12
c) 15
e) 35
48
3 7 63
7. a) The total length of 12 double decker buses is b) 28
d) 16
f) 230
223 15 metres. 4. a) 1 2
× =2 c) 3 1 3
× × =9
3 5 15 5 2 7 20
b) 2
b) 1 5
× = 5 or 53 1
× = 5
d) 7
×1=1×7
1 × =4 × 5 = 10 2×
4 5 =3 1 3 6 18 6 18 12 3 6 6
5 5 7 7 3 3
5. a) Aki has added the numerators instead of
5 multiplying them.
3× = 12 × 3 = 15 2×
4 6 =6 6
5 5 7 7 3 b) Kate has the correct answer of 56 , she has just
3
simplified it to 28 .
Reflect
6. a) Answers may vary.
Encourage children to prove that 1 × 4 = 4 = 6 2 8 2
. Some possible solutions: 23 × 45 ; 15 × 83
3 3 3 b) Answers may vary.
Children could show this with calculations and/or
pictorial representations. Some possible solutions: 23 × 67 ; 37 × 43
c) Answers may vary.
Some possible solutions: 24 × 22 ; 34 × 23
Lesson 2: Multiplying a d) Answers may vary.
Some possible solutions: 12 × 33 × 38 ; 34 × 12 × 36
fraction by a fraction (1)
Reflect
➜ pages 129–131
Answers may vary – encourage children to relate the
1. a) 12 × 14 = 18 shortcut method of multiplying numerators together
Zac uses 18 of the bag of flour. and denominators together to using pictorials to help
b) 12 × 34 = 38 explain what is going on and why it works.
Zac needs 38 of the bag.
1
2. a) 15

© Pearson Education 2018 1

 Year 6 Practice Book 6A Unit 5: Fractions (2)

Lesson 4: Dividing a fraction Reflect

by a whole number (1)
2
The correct answer is 15 . Danny has divided both the
➜ pages 135–137 numerator and denominator by 5. As the divisor is a
factor of the numerator, the denominator, which is just
1 the unit of that number, will not need to change here.
1. a) 12
1
12
of the circle is shaded. Encourage children to prove their calculation with a
b) 1 pictorial representation.
10
1
2. 16
3. a) 1
12
b) 1
12
Lesson 6: Dividing a fraction
4. a) 1
3
÷ 2= 1
6
b) 15 ÷ 3 = 15
1 1
c) ÷ 4 =
2
1
8 by a whole number (3)
1 1
5. a) 18
d) 20 g) 2
b) 1
e) 28 1
h) 3 ➜ pages 141–143
18
1 1
c) f) 24 i) 3 (13)
30 1. a) 68 ÷ 2 = 38 b) 6
15
2
÷ 3 = 15
6. a) Each person gets 16 of the pizza. 6 3 6 3
2. a) 10
÷ 2 = 10 b) 14
÷ 2 = 14
1
b) Max gets 12 of the bar. 10 5 15 5 10 2
3. a) 16
÷ 2 = 16 c) 24
÷ 3 = 24 e) 45
÷ 5 = 45
7. Answers will vary. The two numbers written into the 12 4 12 3 10 5
b) 15
÷ 3 = 15 d) 40
÷ 4 = 40 f) 18
÷ 2 = 18
empty boxes each time should have a product of 48.
8 2 1 6 2
Examples include: 4. a) 20
÷ 4 = 20 = 10 b) 18
÷ 3 = 18 = 19
4 2
1
÷ 8 = 1
1
÷ 4 = 1
1
÷ 3 = 1 5. 50
or 25 of the bottle of milk will be in each glass.
48 48 48
6 12 16 3
6. Square = 16 Circle = 25
1
÷ 24 = 1
1
÷ 1 = 1
1
÷ 12 = 1 Rhombus = 5 Triangle = 4
48 48 48
2 48 4 3 2 1 2
a) 80
b) 20
or 10 c) 25

Reflect Reflect
Explanations may vary. Explanations may vary. Children may explain that they
It is false as dividing by 2 is the same as finding 12 of 10
1
. will need to find equivalent fractions to make the
1 1
This would be smaller than 10 . 5 is actually twice as big as numerator a multiple of the divisor 4 and then divide.
1 1
so it cannot be correct. 10 1
÷ 2 = 20 . Some children may have figured out a shortcut of
10
multiplying the denominator by 4, but do ensure that
children understand why it works. Some children may
Lesson 5: Dividing a fraction by also see that ‘dividing by 4’ is the same as finding ‘a
quarter of’ and so choose to do 27 × 14 .
a whole number (2) 2
7
8
÷ 4 = 28 2
÷ 4 = 28 1
= 14

➜ pages 138–140
Lesson 7: Four rules with
1. There are 2 twelhs in each group.
2 fractions
12
2 3 4
2. a) 9
b) 10
c) 9 ➜ pages 144–146
2 1
3. a) 11
b) 5
4. Answers may vary. Possible solution: 69 ÷ 2 = 39 1. a) 83 = 2 23
1
The perimeter is 2 23 cm.
5. a) 9
c) 37 b) 37 × 6 = 18 = 2 47
1 4 7
b) 4
d) 15 The perimeter is 2 47 cm.
6. a) 2 (25) c) 7 d) 10 8
2. The area is 35 cm2.
6
4 (45) 2 8 The perimeter is 2 35 cm.
6
b) 6 (20 ) 14 2 3. Richard walks 4 27 km in total.
15 (15
20
) 1 5 4. a) 5
12
b) 1
15
4 1
7. The snail travels 15 km each day. 5. Each side of the square is 10 m.
8. 12 (12
18
) 6. 3
20
of the middle rectangle is shaded.
56
56 (60)
18 (18
24
)

© Pearson Education 2018 2

 Year 6 Practice Book 6A Unit 5: Fractions (2)

Reflect End of unit check

Max forgot about the order of operations. He should ➜ pages 153–154

have done the multiplication calculation first and then
the addition. So the correct answer is 58 .
My journal

Lesson 8: Calculating fractions Answers will vary – encourage children to show step-by-
step with reasoning to demonstrate their understanding
of amounts of fractions and the four operations. Are they able to
teach a partner?
➜ pages 147–149
Power puzzle
1. 8 of the buttons are blue.
2. Andy had £480 le. 1.
3. Kate sells 5 more cookies than Ebo. A B C D E F G H

4.5
1
36 18 27 15 8 2
4. Sofia pays £2·88 more than Holly. 20

5. a) 153 km 2. 150
b) 36 minutes (accept 35 hour) A B
c) 50 metres or 0·05 kilometres
30 210
6. a) < b) <
7. 9

Reflect
Answers will vary – encourage children to explain what
they found challenging and how they might help
themselves make it easier.

Lesson 9: Problem solving –

fractions of amounts
➜ pages 150–152

1. 17 × 3 = 51
There are 51 animals in the field.
2. The number is 72.
3. Danny gets £7·50 pocket money.
4. Toshi earns £51 more per week.
5. a) 80 c) 200
b) 64 d) 108
6. Zac’s number is 6·4.
7. a) There are 120 pages in Alex’s book.
b) There are 60 pages in Lee’s book.

Reflect
Answers will vary – although both equations involve 34
of amounts, in one case you know the whole amount
and are asked to find 34 of it; in the other, you know the
value of 34 of the amount and are asked to find the whole
amount.
Solutions: 34 of 60 = 45; 34 of 80 = 60

© Pearson Education 2018 3

 Year 6 Practice Book 6A Unit 6: Geometry – position and direction

Unit 6: Geometry – Lesson 2: Plotting coordinates

position and direction ➜ pages 158–160

Lesson 1: Plotting coordinates 1. a) Point A (–3,2)

Point B (3,3)
in the first quadrant Point C (–1,–2)
Point D (4,–2)
➜ pages 155–157 b) y

1. y 4
10 G B
3
9 A
2
8
7 C 1
6 F H
– – – –
0 x
5 4 3 2 1 0 1 F2 3 4
–
4 D 1
A E C D
3 –
2
2 –
3
1 B
E x –
4
0
0 1 2 3 4 5 6 7 8 9 10
2.
2. A (4,7) D (2,5) G (10,5) y
B (6,5) E (7,7) H (8,4)
C (4,3) F (9,7) I (6,5) 6
3. a) (4,10) and (1,10) or (4,4) and (1,4) 5
b) (8,4) and (8,2) or (0,4) and (0,2)
4
4. a) y
3
10
9 2
8 1
A
7 0
–
6 –
5 –
4 –
3 –
2 –
1 0 1 2 3 4 5 6
x
6
–
5 B 1
–
4 2
3 –
3
2 –
4
1
–
0 5
x
0 1 2 3 4 5 6 7 8 9 10 6 –
b) The vertices of the square are: Shape A is a trapezium.
(1,4) Shape B is a hexagon.
(4,7)
(7,4) 3. Lucy is not correct. The first coordinate tells you
(4,1) how far the point is from the origin if you move in
the x-direction (horizontally). The second coordinate
5. Point A (2,4) Point D (11,1) tells you how far the point is from the origin in the
Point B (8,7) Point E (8,1) y-direction (vertically). It therefore does matter which
Point C (11,4) way round you write the coordinates as, for example,
(2,5) is a different point to (5,2).
Reflect 4. Mia needs to plot the point (–3,–1) to complete her
rectangle.
It tells me that the point lies on one of the axes. If the
zero is the first coordinate, then the point lies on the
y-axis; if the zero is the second coordinate, then the
point lies on the x-axis.

© Pearson Education 2018 1

 Year 6 Practice Book 6A Unit 6: Geometry – position and direction

4. y
Reflect
9
Answers may vary; encourage children to justify their
reasons and give examples. For example, children might 8
argue that it is harder to plot coordinates in all four 7
quadrants because you have to consider whether the 6
point lies to the le or right of the origin and whether it
5
lies above or below the origin.
4
3
Lesson 3: Plotting translations
2
and reflections 1
0 x
➜ pages 161–163 –
1 0 1 2 3 4 5 6 7 8 9
y –
1
1. a), b) & c)
5 5. (–1,5), (–1,2), (–5,2), (–5,5)
4
6. a) The coordinates will be: (11,2), (9,3), (7,3), (6,2) and
A 3 B (8,1).
2 b) The coordinates will be: (5,2), (3,3), (1,3), (0,2) and
1
(2,1).
Explanations will vary, for example: I do not get the
0 x
–
7 –
6 –
5 –
4 –
3 –
2 –
1 0 1 2 3 4 5 6 7 same answers because the order you do reflections
–
1 and translations matters.
–
2 C

–
3 Reflect
–
4

–
5
Yes, the shape is identical as you have not changed the
dimensions of the shape – you have just changed its
2. a) & b) y position (and possibly orientation).
4

3
Lesson 4: Reasoning about
2

1
shapes with coordinates
0 x
➜ pages 164–166
– – – – – –
6 5 4 3 2 1 0 1 2 3 4 5 6 7 8
–
1
–
2 1. (–4,1), (–4,–1) or (0,1), (0,–1)
2. C (–3,–2) D (1,–6)
–
3

–
4
3. a) Point B (0,2)
Point C (–2,5)
–
5

3. Shape A has been reflected in the x-axis to make b) Point D (1,–5)

shape B. Point E (5,–5)
Shape C has been reflected in the y-axis to make 4. Point A (1,–5)
shape D. Point B (5,–5)
Shape E has been translated 6 units right and 3 units 5. Point A (3,2)
up to make shape F. Point B (9,–1)
Point C (5,–4)
Point D (–1,–1)

Reflect
Answers will vary; encourage children to think about
which aspects were challenging and why. What could
they do to help this become easier in the future?

© Pearson Education 2018 2

 Year 6 Practice Book 6A Unit 6: Geometry – position and direction

End of unit check

➜ pages 167–169

My journal

1. Reasons and justifications may vary. A possible

response could be:
No, Kate is incorrect as we can work out any missing
information. As the shape is a square, we can use the
properties of a square to help us. When reflecting in
the y-axis, there is no need to know the coordinates
of the shape, as you are simply reflecting the same
distance from the y-axis either side.
2.
y

9
8
7

E D6
5
4
F 3
C
A
2

G 1
B
0 x
– – – – – – – – –
9 8 7 6 5 4 3 2 1 – 0 1 2 3 4 5 6 7 8 9
1
H I–2
–
3
–
4
–
5
–
6
–
7
–
8
–
9

Rectangle B (3,2), (3, 1), (–2,–1) –

Rectangle C (3,2), (3,5), (–2,5)

Rectangle D (1,2), (1,7), (–2,7)
Rectangle E (–2,7), (–5,7), (–5,2)
Rectangle F (–2,5), (–7,5), (–7,2)
Rectangle G (–7,2), (–7,–1), (–2,–1)
Rectangle H (–5,2), (–5,–3), (–2,–3)
Rectangle I (–2,–3), (1,–3), (1,2)

Power play

Answers will vary depending on the squares drawn by

the child and their partner.

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 7: Decimals

Unit 7: Decimals Lesson 2: Dividing by multiples

of 10, 100 and 1,000
Lesson 1: Multiplying by 10, 100
and 1,000 ➜ pages 9–11

➜ pages 6–8 1. a) 1·7 b) 0·15

2. The tap loses 1·25 litres of water each day.
1. a) 1·3 × 10 = 13; 1 counter in tens column and 3
3. 2·05; tick bottom le-hand image.
counters in ones column.
b) 3·03 × 10 = 30·3; 3 counters in tens column and 3 4. 0·4 ÷ 10 = 0·04
counters in tenths column. 5. 30·6 ÷ 100 = 0·306 3·6 ÷ 10 = 0·36 36 ÷ 1,000 = 0·036
2. a) 1,008; 1st box ticked. 6. a) 1·2 b) 0·04 c) 1·2
b) 8,103, 2nd box ticked. 0·8 0·06 0·8
c) 0·012 × 1,000 = 12 0·6 0·08 0·6
3. a) 1·1 × 10 = 11 0·4 0·03 0·2
1·2 × 10 = 12 7. Completed divisions to say:
1·02 × 10 = 10·2 206 ÷ 1,000 = 0·206
102 = 1·02 × 100 26 ÷ 1,000 = 0·026
b) 9,990 = 99·9 × 100 260 ÷ 100 = 2·6
99,990 = 999·9 × 100 20·6 ÷ 10 = 2·06
0·999 × 100 = 99·9 2·6 ÷ 100 = 0·026
9·999 × 1,000 = 9,999 2·06 ÷ 10 = 0·206
c) 2·5 × 10 = 25
2·5 × 20 = 50
Reflect
2·5 × 200 = 500
2·5 × 2,000 = 5,000
Answers will vary; for example: Danny has a rope that is
4. a) The total cost of the order will be £600. 5·7 m in length and wants to cut 10 equal pieces. How
b) The total mass of all the bricks is 1,000 kg. long should each piece be? (5·7 ÷ 10 = 0·57)
5. 5·02 × 100 = 502
Explanations will vary; for example, children could
show 5·02 with counters on a place value grid and Lesson 3: Decimals as fractions
move counters two columns to the le to represent
multiplying by 100 to give 502. ➜ pages 12–14
6. a) 0·025 × 100 = 10 × 0·25 7
1. a) 0·007 is equivalent to 1,000
1,000 × 1·01 = 101 × 10 131
0·09 × 1,000 = 10 × 9 b) 0·131 is equivalent to 1,000
997
3·5 × 40 = 400 × 0·35 c) 0·997 is equivalent to 1,000
2·5 × 200 = 5 × 100 51
d) 0·51 is equivalent to 100
5,000 × 0·03 = 50 × 3 900 15 3 550 50
2. = 0·9 = 0·15 = 0·3 = 0·55 = 0·05
b) Answers will vary but triangle should be 10 × star in 1,000 100 10 1,000 1,000
50 15 3 550 900
each case; for example: 1,000 100 10 1,000 1,000
Solution Solution Solution Solution Solution Solution Solution
1 2 3 4 5 6 7

10 100 20 30 40 50 200
0 1
1 10 2 3 4 5 20 300
3. 0·3 ➜ 1,000
30
0·03 ➜ 1,000
Reflect 33
0·33 ➜ 100
303
0·303 ➜ 1,000
Answers will vary but check children recognise that
3·3 ➜ 33
multiplying by 10, 100 and 1,000 involves exchanging 10
3
on a place value grid and that the digits move to the 0·003 ➜ 1,000
le on the grid: once for ×10, twice for ×100 and three 4 1 4 1
4. a) 0·04 = 100 = 25 c) 0·04 = 1,000 = 250
times for ×1,000. 5
b) 0·05 = 100 1
= 20 5
d) 0·005 = 1,000 1
= 200
823
5. a) Circled: 1 1,000 b) Circled: 17
20

© Pearson Education 2018 1

 Year 6 Practice Book 6B Unit 7: Decimals

6. a) Two possible answers:

3
0·1 + 0·02 = 25 (= 0·12) Reflect
3
0·105 + 0·015 = 25 (= 0·12)
Answers will vary; check that children recognise that in
b) Two pairs:
5 both cases they need to use equivalent fractions to either
2 – 1·98 = 250 (= 0·02)
5
simplify a fraction or convert it to a fraction in tenths,
1·02 – 1 = 250 (= 0·02) hundredths, or thousandths. When writing fractions as
tenths, hundredths or thousandths, the digits in the
Reflect numerator are the same as the digits in the decimal.
The difference is that when converting from decimals
Explanations will vary; for example: to fractions they need to simplify the fractions
0·555 is a decimal involving tenths, hundredths and using division and common factors, whereas when
thousandths; there are 5 tenths, 5 hundredths and 5 converting from fractions to decimals they need to use
thousandths which are equivalent to 555 thousandths or multiplication so that they can write the fractions with
555
1,000
. Both 555 and 1,000 are divisible by 5 (they end in 10, 100 or 1,000 as a denominator (as appropriate).
555
a 0 or a 5), so 1,000 can be simplified to 111
200
(111 × 5 = 555
and 200 × 5 = 1,000).
Lesson 5: Fractions as
Lesson 4: Fractions as decimals (2)
decimals (1) ➜ pages 18–20

➜ pages 15–17 1. 0·80 0·30 0·28

1 9
2. A = 20 = 0·05 C = 20 = 0·45
1. a) O • Tth Hth Thth 3 6
B = 10 = 0·3 D = 10 = 0·6
0 • 0 3
4
E = 10 = 0·4 G = 28
10
= 2·8
b) O • Tth Hth Thth 12
F = 10 = 1·2 36
H = 10 = 3·6
0 • 3 4
3
3. =1
12 4
7
= 17
50 100
81
= 324
250 1,000
c) O • Tth Hth Thth 1÷4 17 ÷ 100 324 ÷ 1,000
0 • 0 0 3 0·25 0·17 0·324
4. Children complete the three division calculations to
d) O • Tth Hth Thth work out:
5 5
0 • 3 4 5
8
= 0·625 12 = 0·4166 … = 0·417 (to 3 dp) 12 5
= 2·4
2. a) Circled: 7·7 b) Circled: 3·7 5. a) 16 = 0·166 (to 3 dp) c) 1,000
54
= 0·027
2 4
3. a) 5
= 0·4 d) 5
= 0·8 16
b) 80 = 0·2 14
d) 24 = 0·583 (to 3 dp)
8 11
b) = 0·4 e) = 0·55
20 20 6. a) 19 = 1 ÷ 9 2
9
= 2÷9
17
c) 20
= 0·85 0 . 1 1 1 … 0 . 2 2 2 …
9 1 . 1
0 1
0 1
0 9 2 . 2
0 2
0 2
0
1
4. a) = 2 = 0·02 3
d) 50 6
= 100 = 0·06 3 4
50 100
9
= 3÷9 9
= 4÷9
3 . .
b) = 15 = 0·515
200 1,000
e) 99
= 198 =
500 1,000
0·198 0 3 3 3 … 0 4 4 4 …
9 3 . 3
0 3
0 3
0 9 4 . 4
0 4
0 4
0
99
c) = 396 = 0·396
250 1,000
b) Rounded to three decimal places:
5. Missing numbers: 5 9
9
= 0·556 9
= 0·999 … = 1
6 10
7 71
9
= 0·667 9
= 1·111
10 100
0.702 0.705 0.707 0.708 7
= 0·778 11
= 1·222
9 9
8 19
6. Answers will vary; for example: 9
= 0·889 9
= 1·111
Between 0 and 1 Between 1 and 10 Greater than 10
Reflect
2
4
= 0.5 500
250
=2 500
25
= 20

2
= 0.4 500
= 2.5 250
= 50
Methods may vary; for example:
5 200 5
0 . 6 2 5
2
= 0.08 25
=5 50
= 12.5 . 5 2 4
25 5 4 8 5 0 0 0
5
50
= 0.1 200
25
=8 200
4
= 50 So, 58 = 0·625
55
100
= 0·55 (using decimal place value)
Comparing the tenths, 6 is more than 5, so 58 > 0·55.
© Pearson Education 2018 2
 Year 6 Practice Book 6B Unit 7: Decimals

Lesson 6: Multiplying b) 14 × 3 = 42
1·4 × 3 = 4·2
decimals (1) 14 × 0·3 = 4·2
0·14 × 3 = 0·42
➜ pages 21–23 0·03 × 14 = 0·42
c) 7 × 8 = 56
1. 4 × 0·2 = 0·8 7 × 0·08 = 0·56
3 × 0·02 = 0·06 0·7 × 8 = 5·6
2. a) 3 × 0·3 = 0·9, 2 more jumps of 0·3 on the number 0·07 × 80 = 5·6
line to show 0·6 and 0·9: 700 × 0·8 = 560
0.3 0.3 0.3 3. 140 × 0·07 = 9·8 is closest to 10.
4. Isla is not correct. The answers to the calculations are
correct.
0 0.3 0.6 0.9 Diagrams will vary; for example: children could show
b) 3 × 0·03 = 0·09, 3 jumps of 0·03 on the number line an array, counters on a place value grid, jumps along a
to show 0·03, 0·06 and 0·09: number line, etc.
0.03 0.03 0.03 5. a) Answers will vary; for example:
2·3 × 45 = 103·5
2·4 × 35 = 84
2·5 × 43 = 107·5
0 0.03 0.06 0.09
3·4 × 25 = 85
3. Bella needs 0·1 litres more water to make 1 litre. b) Smallest product: 2·4 × 35 = 84
2 Largest product: 5·2 × 43 = 223·6
4. a) 21 × 10 = 42 = 4·2 201 × 0·03 = 6·03
10
3 Difference: 139·6
310 × 0·02 = 6·2 31 × 100 = 0·93
b) 0·93 4·2 6·03 6·2
Reflect
5. a)
200 × 0.4 = 80 0.02 × 4 = 0.08
Answers will vary. Children should use their knowledge of
40 × 0.2 = 8 20 × 0.4 = 8 factors of 36 and their understanding of place value in
decimals to identify calculations; for example:
400 × 0.02 = 8 2×4=8 21 × 0.4 = 8.4
0·12 × 3 = 0·36; 0·09 × 4 = 0·36; 0·6 × 0·6 = 0·36
41 × 0.2 = 8.2 2.1 × 4 = 8.4

401 × 0.02 = 8.02 201 × 0.04 = 8.04

Lesson 8: Dividing decimals (1)
b) Answers will vary; for example:
20 × 40 = 800; 0·2 × 400 = 80 ➜ pages 27–29

Reflect 1. a) 0·6 ÷ 3 = 0·2

b) 1·2 ÷ 6 = 0·2
Answers will vary; check that children recognise the c) 0·08 ÷ 4 = 0·02
importance of using core multiplication facts and 2. a) 36 ÷ 4 = 9 16 ÷ 4 = 4
adjusting for decimals by dividing by 10, 100, 1,000, etc., 3·6 ÷ 4 = 0·9 1·6 ÷ 4 = 0·4
or adjusting for multiples of 10 by multiplying. 0·36 ÷ 4 = 0·09 0·16 ÷ 4 = 0·04
48 ÷ 4 = 12 28 ÷ 4 = 7
Lesson 7: Multiplying 4·8 ÷ 4 = 1·2
0·48 ÷ 4 = 0·12
2·8 ÷ 4 = 0·7
0·28 ÷ 4 = 0·07
decimals (2) b) 3·6 ÷ 6 = 0·6 4·8 ÷ 6 = 0·8
0·72 ÷ 6 = 0·12 0·18 ÷ 6 = 0·03
➜ pages 24–26
3. a) 0·2 ÷ 4 = 0·05 c) 0·4 ÷ 8 = 0·05
b) 0·3 ÷ 6 = 0·05 d) 0·5 ÷ 10 = 0·05
1. a) 3 × 0·5 = 1·5 c) 5 × 0·03 = 0·15
In each calculation, the second number (divisor) is
0·3 × 5 = 1·5 3 × 0·05 = 0·15
equal to the first number (dividend) multiplied by
b) 4 × 0·06 = 0·24 d) 6 × 0·04 = 0·24
10 and doubled. This means that the answer to each
6 × 0·04 = 0·24 4 × 0·06 = 0·24 1
calculation will be 20 or 0·05.
2. a) 4 × 3 = 12
4. 7 × 8 = 56 5·6 ÷ 7 = 0·8
0·4 × 3 = 1·2
0·7 × 8 = 5·6 5·6 ÷ 8 = 0·7
0·04 × 3 = 0·12
4 × 0·3 = 1·2 5. 1 pen costs £0·20.
4 × 0·03 = 0·12

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 7: Decimals

6. Amelia’s sunflower is 0·7 m tall; Bella’s is 2·1 m tall; End of unit check
Lee’s is 2·6 m tall.
➜ pages 33–34
Reflect
Answers will vary; for example: 8 oranges cost £3·20, how My journal
much does one orange cost? (£0·40)
3: 3 × 0·8 = 2·4 ÷ 20 = 0·12
6: 6 × 0·8 = 4·8 ÷ 20 = 0·24
Lesson 9: Dividing decimals (2) 20: 20 × 0·8 = 1·6 ÷ 20 = 0·8
100: 100 × 0·8 = 80 ÷ 20 = 4
➜ pages 30–32 The output is always multiplied by 0·8 8
= 200 1
= 25 which is
20
the same as dividing by 25; for example:
1. 3
1 . 0 6 1 . 4 4 1 . 1 5 3 ÷ 25 = 25 = 0·12
4 4 . 2 2
4 6 8 . 2
6 2
4 8 9 . 1
2 4
0
4.24 ÷ 4 = 1.06 8.64 ÷ 6 = 1.44 9.2 ÷ 8 = 1.15 Power play
2. a) No decimal One decimal Two decimal
places place places Answers will vary.
E B, C A, D, F

b) A 25 ÷ 4 = 6·25 D 8·72 ÷ 4 = 2·18

B 2·6 ÷ 2 = 1·3 E 1,080 ÷ 4 = 270
C 100·5 ÷ 5 = 20·1 F 1·38 ÷ 3 = 0·46
3. a) 10·5 ÷ 3 = 3·5 10·5 ÷ 6 = 1·75 10·5 ÷ 30 = 0·35
b) Explanations may vary; for example:
The core fact is 10·5 ÷ 3 = 3·5.
10·5 ÷ 6 is connected to this since:
10·5 ÷ 6 = 10·5 ÷ 3 ÷ 2 = 3·5 ÷ 2 = 1·75
10·5 ÷ 30 is connected to this since:
10·5 ÷ 30 = 10·5 ÷ 3 ÷ 10 = 3·5 ÷ 10 = 0·35
4. a) The digit in the second decimal place is incorrect;
she has carried over 3 but written it in the
hundredths column. The 3 tenths should be
exchanged for 30 hundredths. The correct answer
is 0·733.
b) Dividing a number by 10 is most efficiently done
using place value. 7·33 is made up of 7 ones,
3 tenths and 3 hundredths. When a number is
divided by 10 each digit moves one position
to the right (because this makes its value 10
times smaller) so the answer will have 7 tenths,
3 hundredths and 3 thousandths. 7·33 ÷ 10 = 0·733
5. 27·5 ÷ 10 = 2·75
7.7
11
= 0·7
6. 6 large blocks = 6 × 14·2 kg = 85·2 kg,
so 1 small block = 85·2 kg ÷ 8 = 10·65 kg.
The mass of 1 small block is 10·65 kg.

Reflect
Answers could vary; for example:
3 0 . 7 5
4 1 1
2 3 . 3
0 2
0

Children might start from the division 123 ÷ 4 = 30 r 3

and then divide the remainder by 4.
3 ÷ 4 = 34 = 0·75 so 123 ÷ 4 = 30 + 0·75 = 30·75

© Pearson Education 2018 4

 Year 6 Practice Book 6B Unit 8: Percentages

Unit 8: Percentages b) £40

Lesson 1: Percentage of (1) 4 4 4 4 4 4 4 4 4 4

8
➜ pages 35–37
10% of £40 = £4
1. a) 40 c) 15 e) 48 20% of £40 = £4 + £4
b) 20 d) 150 f) 4·8 = £8
2. a) 20 yellow squares, 10 red squares and 4 blue 2. 20% of 15 = 3
squares. 3 circles should be shaded.
b) 10 yellow triangles, 5 red triangles and 2 blue
3. Zac is correct that to find 10% he divides by 10.
triangles.
However, to find 20% he needs to divide by 5, since
3. a) £6 c) £2·50 20% × 5 = 100%. This can also be shown with a bar
b) £7·50 d) £11·25 model.
4. a) 2 kg = 2,000 g 4. Starting number 10% of the number 20% of the number
Pineapple: 25% of 2 kg = 500 g
400 40 80
Bananas: 10% of 2 kg = 200 g
410 41 82
Apples: 2,000 – 500 – 200 = 1,300 g
41 4.1 8.2
1,300 – 200 = 1,100 g
401 40.1 80.2
Emma bought 1,100 more grams of apples than
14 1.4 2.8
bananas.
20.5 2.05 4.1
b) Aki: 1 12 kg = 1,500 g
25% of 1,500 g = 375 g 5. a) 24 km
Bella: 3 12 kg = 3,500 g
4.8 4.8 4.8 4.8 4.8
10% of 3,500 g = 350 g
375 > 350 20% of 24 km = 4·8 km
Aki bought more potatoes. Ambika has cycled 4,800 m.
b) 52,000
5. 50% of 50 = 25 25% of 50 = 12·5 10% of 30 = 3
50% of 5 = 2·5 25% of 500 = 125 10% of 300 = 30
10,400 10,400 10,400 10,400 10,400
50% of 0·5 = 0·25 25% of 1,000 = 250 10% of 3 = 0·3
20% of 52,000 = 10,400
6. Saturday: 50% of £40 = £20 10,400 fans support the away team.
£40 – £20 = £20
Sunday: 10% of £20 = £2 6. a) 20% of 400 g = 80 g
£20 – £2 = £18 25% of 400 g = 100 g
Monday: 25% of £18 = £4·50 100 – 80 = 20 g
£18 – £4·50 = £13·50 There are 20 g more sugar than cocoa in the bar.
£13·50 – £5·75 = £7·75 b) 4 squares is 25% of the bar.
Richard has £7·75 le. 25% of 80 g = 20 g
Andy has eaten 20 g of cocoa.
Reflect
Reflect
Answers will vary; for example:
Lexi is correct. If she knows 10%, she can multiply by 10
A bar model (whole labelled as 100%) divided into 10 to get 100% which is the whole amount. She can also
equal parts (labelled 10%). divide 10% by 10 to find 1% and using combinations of
To find 10% of a number divide by 10. multiples of 10% and 1% can find any other amount.

Lesson 2: Percentage of (2) Lesson 3: Percentage of (3)

➜ pages 38–40 ➜ pages 41–43
1. a) 40
1. a) 7 c) 17
b) 6 d) 0·61
8 8 8 8 8

40 ÷ 5 = 8
20% of £40 is £8.
© Pearson Education 2018 1
 Year 6 Practice Book 6B Unit 8: Percentages

2. Calculations completed and matched: b) 51% 21%

11%
1% of 300 = 3 ➜ 300 ÷ 100 = 3 357 147
1 77
10% of 3,000 = 300 ➜ 10 of 3,000 = 300 9%
1% of 30 = 0·3 ➜ 30 ÷ 100 = 0·3 63
1 33%
10% of 300 = 30 ➜ place value grid showing 10 of 300
231
is 30 700
30% 49%
3. a) 1% of 1,200 = 12 210 343
There are 12 Green Goblins.
5%
b) 12 × 3 = 36
95% 35 99%
3% of 1,200 = 36 6%
665 693
There are 36 Sapphire Specials. 42

4. a) 10% is £150. b) 10% is 15 m. c) 10% is 1·5 kg.

1% is £15. 1% is 1·5 m. 1% is 150 g. 4. 11% of 32,500 = 3,575 29% of 32,500 = 9,425
2% is £30. 2% is 3 m. 3% is 450 g. 32,500 – 3,575 – 9,425 = 19,500
3% is £45. 3% is 4·5 m. 6% is 900 g. 19,500 people finished the marathon.
5. 2% of 600 = 12 5. Area of pitch: 100 m × 70 m = 7,000 m2
10% of 56 = 5·6 Monday: 30% of 7,000 m2 = 2,100 m2
3% of 250 = 7·5 Tuesday: 7,000 – 2,100 m2 = 4,900 m2
25% of 18 = 4·5 50% of 4,900 m2 = 2,450 m2
1% or 500 = 5·5 Wednesday: 1,250 m2
7% of 100 = 7 Thursday: 7,000 – 2,100 – 2,450 – 1,250 = 1,200 m2
Least 4·5 5·5 5·6 7 7·5 12 Greatest 1,200 square metres of the pitch still needed mowing
on Thursday.
6. a) Yes; 1% of 200 is 2 and 3% is 6. 1% of 300 is 3 and
2% is 6.
b) Examples will vary; for example: Reflect
5% of 200 is 10 and 2% of 500 is 10
20% of 1,000 = 200; 10% of 2,000 = 200 Methods will vary; for example:
Children should notice that the answers are always 10% of 300 = 30, 5% of 300 = 15.
equal. So 80% of 300 = 8 × 30 = 240, then add 5% to give
85% of 300 = 240 + 15 = 255.
Reflect 10% of 300 = 30, 5% of 300 = 15. So 15% of 300 = 45.
85% = 100% - 15%, so 85% of 300 = 300 – 45 = 255.
Children should explain that to work out 3% of any
number, first find 1% by dividing by 100 and then find
3% by multiplying 1% by 3. Diagrams may vary; for Lesson 5: Finding missing
example: hundredths grid with 3 squares shaded.
values
Lesson 4: Percentage of (4) ➜ pages 47–49

➜ pages 44–46 1. a) 50% of 76 = 38

76
1. a) 30% of £400 = £120
Each section of bar model is 40. 38
400 ÷ 10 = 40
40 × 3 = 120 38
b) 60% of 400 g = 240 g 38 × 2 = 76
400 on top of bar model; each section is 40.
c) 90% of 500 m = 450 m b) 25% of 64 = 16
Each section of bar model is 50. 64
d) 75% of £60 = £45
Whole is £60 16 16 16
Bar model split into 4 equal sections of £15.
2. There are 24 red tulips. 16
There are 12 yellow tulips.
16 × 4 = 64
There are 204 pink tulips.
c) 10% of 15 = 1·5
3. a) 50% of 700 = 350
10% of 700 = 70 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5

1% of 700 = 7
1.5 × 10 = 15

© Pearson Education 2018 2

 Year 6 Practice Book 6B Unit 8: Percentages

42
2. 40% of 60 = 24 ➜ le-hand bar model with 24 in 6. blue = 200 = 21%
empty box 60
grey = 200 = 30%
40% of 150 = 60 ➜ right-hand bar model with 150 as 40
black = 200 = 20%
whole 44
white = 200 = 22%
3. a) 70% = 63, so 100% = 90 14
30% of 90 = 27 yellow = 200 = 7%
There are 27 orange sweets.
b) The string was 320 cm long before Amelia cut it. Reflect
4. a) 420 b) 600
Methods may vary; for example:
5. a) 10% of 90 = 9
Multiply numerator and denominator by 4 since
20% of 45 = 9
4 × 25 = 100 to make the fraction have a denominator of
30% of 30 = 9
100 and then write the numerator as the percentage, i.e.
b) 30% of 300 = 90 3
= 12 = 12%.
30% of 600 = 180 25 100
30% of 6,000 = 1,800
c) 60% of 150 = 90
60% of 75 = 45
Lesson 7: Equivalent fractions,
60% of 7·5 = 4·5 decimals and percentages (1)
6. 45 cm = 15% of length, so 15 cm = 5% of length, so
total length = 15 cm × 20 = 300 cm. ➜ pages 53–55
So, perimeter is
20 cm + 300 cm + 20 cm + 300 cm = 640 cm 1. Equivalent decimals, fractions and percentages
The perimeter of the whole rectangle is 640 cm. completed:

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Reflect 0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Diagrams will vary; for example:
39
2. a) 0·39 = 100 = 39%
Two bar models, one with 45 as the whole and split into 1 25
5 equal sections of 9, other model with 225 as the whole b) 0·25 = 4 (= 100 ) = 25%
2 40
and split into 5 equal sections of 45. c) 0·4 = 5 (= 100 ) = 40%
d) 1·00 = 100
100
= 100%

Lesson 6: Converting fractions 3. Amounts matched:

17
➜ 0·17
to percentages 100
7
➜ 0·07
100
70% ➜ 0·7
➜ pages 50–52
71% ➜ 0·71
1. a) 3
= 15 = 15% c) 13 = 26 = 26% 4. Percentage Decimal Fraction
20 100 50 100
4 16 4
b) 25 = 100 = 16% d) 40 = 10% 66% 0.66
66
100
= 50
33

19 95
2. = = ➜ 95% 60 6 3
20 100 60% 0.6 100
= 10
= 5
19
= 76 (numerator and denominator
25 100
multiplied by 4) 9
9% 0.09 100
➜ 76%
19
= 38 = ➜ 38%
50 100
0% 0 0
9
3. Luis: 14 = 7 = 70% 90% 0.9 10
20 10
Kate: 28 = 7 = 70%
40 10
5. To convert a decimal to a percentage you write the
Both scored 70%. digit in the tenths and hundredths columns as the
4. Week Number of Number of eggs Percentage of percentage, so for decimals written to 2 decimal
eggs laid that hatched eggs hatched
places (2 dp) Jamie is correct, but for decimals with
Week 1 10 6 6
10
= 60% more than 2 dp, you insert a decimal point aer
the second digit and then write the digits in the
6
Week 2 20 6 20
= 30% thousandths column aer the decimal point, i.e. 0·125
6
as a percentage is 12·5%.
Week 3 8 6 8
= 75%
6. 0·5 × 54 = 50% of 54 = 27
Week 4 12 6 6
12
= 50% 0·1 × 54 = 10% of 54 = 5·4
12 8
5. a) 20
= 60% b) 16
= 50%

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 8: Percentages

540 × 0·2 = 20% of 540 = 108 3. 3,000 g

0·75 × 54 = 75% of 54 = 40·5
540 × 0·25 = 25% of 540 = 135 900 g 1,350 g 750 g
5,400 × 0·99 = 99% of 5·400 = 5,346 apples bananas grapes

The grapes weigh 750 g.

Reflect 4. Richard has 60%, which is 40% + £25.
100% = 40% + 40% + £25
Estimates will vary; for example:
100% = 80% + £25
2
3
= 0·666 (recurring) = 66·6 (recurring)% 100% – 80% = £25
7
= 0·7 = 70% 20% = £25
10
60% = £25 × 3 = £75
Richard has £75.
Lesson 8: Equivalent fractions, 5. The first percentage represents 45 out of 100 and the
decimals and percentages (2) second score is 50 out of 100.
45
+ 50 = 95 = 47·5%
100 100 200
➜ pages 56–58 6. 50% of the le-hand shape is shaded. 50% of the
rectangles are shaded and 50% of the circles are
1. a) 45 < 85% b) 0·404 > 100 c) 99% < 199 shaded, so in total 50% are shaded.
250 200
88 25% of the right-hand shape is shaded. The shape is
2. = 0·088
1,000 made up of three sections which each contain 4 of the
3
3. 10
< 0·55 < 57% < 61% < 0·62 < 17 < 41
25 50 same shape. 1 out of 4 equal shapes in each section is
4. 8
1·8 = 1 10 = 1 16 , so 1·8 is not more than 1 17 . shaded, so 14 of each section is shaded. So 14 , or 25%, of
20 20
1 1 the whole shape is shaded.
5. a) 65% b) 0·36 c) 5,000 ( = 200 )
6. a) Diagrams will vary. Reflect
Lexi has eaten 89 of an apple altogether.
8
9
= 0·888 = 88·89% (rounded to 2 dp) Answers will vary but the problem should involve 20% in
Ebo has eaten 87% of an apple. some way; for example:
88·89 > 87.
Lexi has eaten the most apple. Bella has £40 and spends 45 . How much has she le?
b) Answers will vary; for example:
Jamie eats 29 of 2 oranges, Max has eaten 51% of an
orange. Who has eaten the most orange? End of unit check
➜ pages 62–63
Reflect
Answers will vary but children should recognise that it is My journal
easier to order numbers if they are in the same form. For
example:
1. a) Answers will vary; look for the shape being divided
To order fractions, decimals and percentages they could into other shapes. Children may shade 25% of each
all be converted to equivalent percentages and then put shape or 25% of the shape as a whole. .
in order from smallest to greatest. b) Answers will vary, but the equivalent of one full
section (representing 20%) and 34 of another
section (representing 15%) should be shaded.
Lesson 9: Mixed problem
solving
➜ pages 59–61
80
1. a) 200 = 25 b) 160 = 2 c) 200
400 5
80
= 25 d) 400
80
= 15
e) Answers will vary, but designs should have 3 white
tiles for every tile with 40% shaded.
2. a) This is 12 of the whole shape.
b) Designs will vary but have an area of 5 squares.

© Pearson Education 2018 4

 Year 6 Practice Book 6B Unit 8: Percentages

Power play

of 900 170 260 25 1

10% 90 17 26 2.5 0.1

1% 9 1.7 2.6 0.25 0.01

75% 675 127.5 195 18.75 0.75

100% 900 170 260 25 1

99% 891 168.3 257.4 24.75 0.99

© Pearson Education 2018 5

 Year 6 Practice Book 6B Unit 9: Algebra

Unit 9: Algebra Lesson 2: Finding a rule (2)

Lesson 1: Finding a rule (1) ➜ pages 67–69

➜ pages 64–66 1. a)
Week 1 2 3 5 10 11
1. a)
Total savings 28 31 34 40 55 58
Number of
1 2 3 5 10 100 1,500
cakes
b) Aer y weeks, Olivia has saved 25 + 3 × y pounds.
Number of 1×3 2×3 3×3 5×3 10 × 3 100 × 3 1,500 × 3 =
stars =3 =6 =9 = 15 = 30 = 300 4,500 2. Number line showing jumps of £4 backwards from
b) For n fairy cakes, you need n × 3 stars. £50.
2. Week 1 2 3 5 10 n
Number
5 6 12 20 101 b
of cakes Money left 46 42 38 30 10 50 – 4n
Number
of stars
25 30 60 100 505 b×5 Aer n weeks, he has 50 – 4 × n pounds le.
Children should draw a picture of fairy cake with 5 3. Number of
1 2 3 4 5 10 100
stars on it. triangles
Number of
3. Patterns matched to rules: 3 5 7 9 11 21 201
sticks used
Top pattern ➜ n × 4
2nd pattern ➜ double n To make 1 triangle, 3 sticks are used.
3rd pattern ➜ 3 × n To make 2 triangles, 5 sticks are used.
Bottom pattern ➜ n × 5 To make 3 triangles, 7 sticks are used.
To make n triangle, 1 + 2 × n sticks are used.
4. Minutes Zac has
45 50 90 120 x 4. For g houses, you need 5 + 5 × g sticks.
been painting
Minutes Kate has
15 20 60 90 x – 30
(Accept or equivalent expression; for example:
been painting
(g + 1) × 5)
If Zac has been painting for x minutes, Kate has been 5. a) For n squares, you need 2n + 2 circles.
painting for x − 30 minutes. n = 100, so 2n = 200
If Kate has been painting for y minutes, Zac has been 2n + 2 = 202 circles
painting for y + 30 minutes. b) Answers will vary; for example:
5. a) b × 8 Two circles drawn in each square: For n squares,
x×3 you need 2n circles.
m×7
k × 52 Reflect
b) The number of days in d years is 365 × d.
6. 1 3 12 15.5 x
Answers will vary; for example:
5 7 16 19.5 x+4 Emma puts £100 in a bank account and takes £3 out
every week to pay for a trip to the swimming pool.
Either: Aer y weeks how much money is le in the account?
Rule to get from upper number to lower number is
add 4.
Rule to get from lower number to upper number is Lesson 3: Using a rule (1)
subtract 4.
1 2 4 8 2×y÷5 ➜ pages 70–72
2.5 5 10 20 y
1. a) If Richard has x guinea pigs, Luis has x + 2 guinea
Either:
pigs.
Rule to get from upper number to lower number is
b) Bar model with six sections labelled x, 2, x, 2, x, 2
halve and multiply by 5.
(can be in any order).
Rule to get from lower number to upper number is
c) Ambika has 15 guinea pigs.
double and divide by 5.
d) Number of guinea pigs
Richard 1 2 5 10 20
Reflect Luis 3 4 7 12 22
Ambika 9 12 21 36 66
Same: both rules involve the digit 5.
Different: the first rule involves multiplying a by 5 and
the second rule involves adding 5 to a.

© Pearson Education 2018 1

 Year 6 Practice Book 6B Unit 9: Algebra

2. a) Input 1 2 3 5 10 Lesson 4: Using a rule (2)

Output 5 10 15 25 50
➜ pages 73–75
If the input is a, the output is 5 × a (which can be
written as 5a).
1. a) The total value is 5n pence.
b) Input 1 2 3 5 10 b) Number of coins Reena’s total value
Output 7 12 17 27 52
4 5p × 4 = 20p
If the input is b, the output is 5b + 2. 5 5p × 5 = 25p
c) Outputs will vary as children choose own inputs, for 10 5p × 10 = 50p
example:
30 5p × 30 = 150p
Input 1 2 3 5 10
50 5p × 50 = 250p
Output 15 20 25 35 60

If the input is c, the output is 5(2 + c) or 10 + 5c. 2. a) Hiring of the court costs 20n pence (for n minutes).
d) Outputs will vary as children choose own inputs; b) Time in minutes Cost
for example: n 20p × n = 20pn
Input 1 2 3 5 10 10 20p × 10 = 200p (=£2)
Output 10 20 30 50 100 30 20p × 30 = 600p (=£6)

If the input is d, the output is 10d. 60 20p × 60 = 1,200p (=£12)

120 20p × 120 = 2,400p (=£24)

3. Input 1 2 5 100 1,000 a
Output for –
9 –
8 –
5 90 990 a – 10
3. x + 30 30 − x 30x
– 10
Output for a + 5 = 15 x=5 35 25 150
– – –
9 8 5 90 990
+5 – 15 = a – 10 x = 10 40 20 300
Yes, Max is correct since a + 5 – 15 = a – 10. x = 30 60 0 900

4. a) and b) There are many possible pairs of operations; x=0 30 30 0

for example:
+ 10 × 5; × 10 × 10; × 2 + 80 4. No, the order of the operations matters.
Children should complete the table according to their If Aki adds 5 then multiplies by 10 he would get
functions; for example: (7 + 5) × 10 = 12 × 10 = 120.
+ 10 × 5 gives: The correct answer is (7 × 10) + 5 = 70 + 5 = 75.

Input 10 20 30 40 x
5. If y is an even number then 5y will be a multiple of 10
5(x + 10) or
so 100 – 5y will be a multiple of 10.
Output 100 150 200 250
5x + 50 6. When y = 1, 10y – y = 9.
Other examples will vary, depending on the choice of
Reflect y but 10y – y will always be equal to 9y.
Diagrams could include bar models split into 10
No, Emma is not correct. sections marked y with one subtracted.

When x = 100: 3x + 2 = 300 + 2 = 302

When x = 10: 3x + 2 = 30 + 2 = 32
Reflect
32 × 10 = 320 which is not 302, Emma’s suggestion does
not work. Answers will vary; for example:

Reasons will vary; for example: Using the rule on x = 10 y = 1: 4 + 2y = 6

gives (3 × 10) + 2. When you then multiply this answer y = 5: 4 + 2y = 14
by 10, this gives 3 × 100 + 20. This is not the same as the Doubling any whole number gives an even number, so
required output of 3 × 100 + 2. 2y is always even. 4 is even and when you add two even
numbers together the answer will also be even. So, the
rule 4 + 2y always generates even numbers.

© Pearson Education 2018 2

 Year 6 Practice Book 6B Unit 9: Algebra

Lesson 5: Using a rule (3) 4. Max is incorrect, since one side of each of the squares
now lies inside the new shape. The perimeter of the
➜ pages 76–78 new shape is 6a; for example:
a = 2 cm, so perimeter of the new shape is
1. a) Length of ribbon le is 100 – 5y. 6 × 2 = 12 cm.
b) There is 40 cm of ribbon le. 5. Pattern A continued: 99 + 4 = 100 + 3
2. a) The total height is 15 + 10n. 99 + 5 = 100 + 4,
b) 15 + 10 × 8 = 15 + 80 99 + a = 100 + a – 1
The height is 80 cm. Described in words: Adding a number to 99 will always
give the same answer as adding one less than the
3. a) A: a + 50, C: 4a or a ÷ 4 number to 100.
B: a – 50 D: 50 + 3a Pattern B continued: 99 × 3 = 100 × 3 – 3,
b) A = 125 B = 25 C = 18·75 D = 275 99 × 4 = 100 × 4 – 4
4. Equivalent expressions matched: 99 × b = 100 × b – b
5 less than y ➜ y – 5 Described in words: Multiplying a number by 99 will
y more than 20 ➜ 20 + y always give the same answer as multiplying it by 100
double y ➜ 2y and then subtracting one lot of the number.

5.
Substitute n = 110
Reflect
Write an expression
into each expression.
for each ?.
Calculate the value of ?.
The formula for the perimeter is 2x + y.
n n n
3n – 20 310 Substituting x = 10 and y = 8 into this expression gives
20 ? 20 + 8 = 28.
n

10 n – 10
2
(or (n – 10) ÷ 2) 50
Lesson 7: Solving equations (1)
?

n ➜ pages 82–84
10 n – 10 25
(or (n – 10) ÷ 4)
?
4 1. a) Right-hand column completed: 250 350
Additional rows will vary depending on choice of a.
Check right-hand column = a + 150.
Reflect b) Right-hand column completed: 140 130 100
Additional rows will vary depending on choice of b.
When y = 3, 25 – 2y = 25 – 6 = 19 Check right-hand column = 150 – b.
c) c = 101 – 28 = 73
Bar models may vary; for example:
25 28 73

101
y y 25 – 2y
3 3 19 c = 73
2. a) Equation: m + 50 = 500; m = 500 – 50 = 450.
Mass of flour is 450 g.
Lesson 6: Formulae b) Equation: s – 25 = 250; s = 250 + 25 = 275.
Bag originally contained 275 g of raisins.
➜ pages 79–81 3. a) x – 10 = 300
x = 300 + 10 = 310
1. a) Formula: 3a c) Formula: 2a + 2b b) 300 = 10y
Perimeter = 12 cm Perimeter = 18 cm y = 300 ÷ 10 = 30
b) Formula: 4a d) Formula: 4a + 4b c) z ÷ 10 = 300
Perimeter = 16 cm Perimeter = 36 cm z = 300 × 10 = 3,000
2. Tower A = 1,200 inches 4. No, Luis is not correct. Explanations may vary; for
Tower B = 2,400 inches example: The equation can be represented by a part-
Tower C = 1,800 inches whole bar model where the whole is 36, one part is f
3. 200 × 48 = 9,600 and the other part is 16. f can therefore be worked out
The rocket has travelled 9,600 miles. by finding 36 – 16, which equals 20.
36

16 f

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 9: Algebra

5. a) Equation: 10a = 2 Lesson 9: Solving equations (3)

Solution: a = 10 ÷ 2 = 0·2
b) Equation: 1·5b = 150 ➜ pages 88–90
Solution b = 150 ÷ 1·5 = 100
c) Equation: c ÷ 10 = 2 1. a) 3a + 2 = 17
Solution: c = 2 × 10 = 20 –2 –2
d) Equation: d − 90·9 = 909·09 3a = 15
Solution: d = 909·09 + 90·9 = 999·99 ÷3 ÷3
a =5
Reflect b) 4b + 80 = 100
b = 20
Solution: y = 125
2. 50 = 15 + 5c
Methods will vary; for example: 35 = 5c
Method 1: writing the equation as a bar model and using c=7
the inverse of +75 to subtract 75, i.e. 200 – 75 = 125 = y.
3. 3y + 5 = 80
Method 2 could involve substituting in different values
3y = 75
of y until finding that when y = 125, y + 75 = 200.
y = 25
4. 6n + 3 = 50 + 1
Lesson 8: Solving equations (2) 6n + 3 = 51
6n = 48
➜ pages 85–87 n=8
5. a) a = 20 c) b = 14
1. a) x + 25 = 40 b) c = 65 d) d = 15
Subtract 25 from each scale.
6. a) (x ÷ 5) – 5 = 6
x = 15
x ÷ 5 = 11
b) 3c = 150
x = 55
÷ each side by 3
b) (z + 20) × 10 = 1,000
c = 50
z + 20 = 100
c) a + 45 = 100
z = 80
100 – 45 = 55
a = 55
d) 5d = 150 Reflect
150 ÷ 5 = 30 25
d = 30
2. a) ➜ c – 25 = 50 x x x x x 5
c = 75
b) ➜ 25 = 5c
c=5 Lesson 10: Solving equations (4)
c) ➜ 25 + c = 50
c = 25 ➜ pages 91–93
3. a) f = 3 d) i = 250 1. a) Perimeter j=? k=?
b) g = 2·5 e) j = 36
12 cm 1 cm 5 cm
c) h = 363 f) k = 1 12 cm 2 cm 4 cm
4. Answers will vary; for example: 12 cm 3 cm 3 cm
y + 8 = 10 80 ÷ y = 8 12 cm 4 cm 2 cm
y=2 y = 10
12 cm 5 cm 1 cm
24 – y = 10 80 × y = 240
y = 14 y=3 b) The greatest area, of 9 cm2, occurs when j = 3 cm
and k = 3 cm.
Reflect 2. Equation: a + b = 4
Table completed showing pairs that total 4 kg.
Answers will vary; for example: Answers may vary; for example:
Bar model where the whole is 100, one part is x and the
other part is 90.
Other diagrams could include balance scales with 100 on
one side and 90 and x on the other.

© Pearson Education 2018 4

 Year 6 Practice Book 6B Unit 9: Algebra

a=? b=?
Reflect
1 kg 3 kg

2 kg 2 kg Answers will vary; for example:

3 kg 1 kg
Drawing a table helps, particularly if you list possibilities
1 1
3 2
kg 2
kg methodically starting either at the lowest or highest,
0.6 kg 3.4 kg finishing when the numbers start to repeat.

3. Equation: e × f = 100.
All possible solutions should be shown (may be in Lesson 11: Solving equations (5)
different order):
e=? f=? ➜ pages 94–96
1m 100 m
1. Two possible solutions:
2m 50 m
3 × 5p and 5 × 2p 1 × 5p and 10 × 2p
4m 25 m 25p could also be made using 5 × 5p coins but this
5m 20 m would not match the criteria since Alex also has 2p
10 m 10 m coins.
20 m 5m 2. Assuming lengths are whole numbers, there are six
25 m 4m possible solutions:
50 m 2m
a = 1 cm, b = 11 cm (area = 11 cm2)
a = 11 cm, b = 1 cm (area = 11 cm2)
100 m 1m
a = 2 cm, b = 10 cm (area = 20 cm2)
4. y a = 10 cm, b = 2 cm (area = 20 cm2)
a = 3 cm, b = 9 cm (area = 27 cm2)
10 a = 9 cm, b = 3 cm (area = 27 cm2)
9 3. Equation: 4b + 8r = 32
8 There are 5 possible solutions:
y–x=2 b = 8, r = 0 b = 6, r = 1 b = 4, r = 2
7 b = 2, r = 3 b=0,r=4
6 4. a) 50a – 25b = 100. Solutions given will vary; for
5 example:
a = 2, b = 0: 100 – 0 = 100
4 x+y=9 a = 3, b = 2: 150 – 50 = 100
3 a = 4, b = 4: 200 – 100 = 100
2 a = 5, b = 6: 250 – 150 = 100
a = 10, b = 16: 500 – 400 = 100
1 x+y=6 Pattern: For every 1 a goes up, b goes up 2.
0 x b) 50 + c = d – 150. Solutions given will vary; for
0 1 2 3 4 5 6 7 8 9 10 example:
5. a) The four numbers must be 1, 3, 5 and 11 or c = 50, d = 250: 50 + 50 = 250 – 150
1, 3, 7 and 9 (but be added in any order giving 24 c = 100, d = 300: 50 + 100 = 300 – 150
calculations for each set). c = 150, d = 350: 50 + 150 = 250 – 150
b) There are 14 possible calculations: c = 0, d = 200: 50 + 0 = 200 – 150
1+2–1 5+4–7 c = 800, d = 1,000: 50 + 800 = 1,000 – 150
3+2–3 7+4–9 Pattern: c is always 200 smaller than d.
5+2–5 1+6–5
7+2–7 3+6–7
9+2–9 5+6–9
1+4–3 1+8–7
3+4–5 3+8–9

© Pearson Education 2018 5

 Year 6 Practice Book 6B Unit 9: Algebra

5. The only numbers less than 20 which are the sum

of two square numbers are: 5, 10, 13 or 17. It is not
possible to make a total of 11 by adding two prime
numbers. Therefore, the combinations of possible
choices with a difference of 1 are:
Bella 4 (2 + 2) 6 (3 + 3) 9 (2 + 7) 12 ( 5 + 7) 14 (3 + 11) 16 (5 + 11) 18 (7 + 11)

Danny 5 (1 + 4) 5 (1 + 4) 10 (1 + 9) 13 (4 + 9) 13 (4 + 9) 17 (1 + 16) 17 (1 + 16)

Reflect
Answers will vary; for example:
6x + 2y = 28
Solutions are x = 1, y = 11; x = 2, y = 8; x = 3, y = 5; x = 4, y = 2

End of unit check

➜ pages 97–98

My journal

1 a) 3a + 5 = 20
Answers will vary; for example:
Kate puts £5 in the bank, and saves a set amount
each week. Aer 3 weeks she has £20. How much
does she save each week?
b) 5b – 8 = 17
Answers will vary; for example:
Kate saves a set amount each week. Aer 5 weeks
she withdraws £8, leaving £17. How much does she
save each week?

Power puzzle

There are 15 different types of rectangles:

2 × 1 rectangles, 1 × 2 rectangles, 3 × 1 rectangles,
1 × 3 rectangles, 4 × 1 rectangles, 1 × 4 rectangles,
2 × 2 squares, 3 × 3 squares, 4 × 4 squares,
2 × 3 rectangles, 3 × 2 rectangles, 2 × 4 rectangles,
4 × 2 rectangles, 4 × 3 rectangles, 3 × 4 rectangles.

© Pearson Education 2018 6

 Year 6 Practice Book 6B Unit 10: Measure – imperial and metric measures

Unit 10: Measure – b) smaller unit ➜ larger unit, so ÷

1,000 m = 1 km, so ÷ by 1,000.
imperial and metric 4,200 ÷ 1,000 = 4·2
4,200 m = 4·2 km
measures 2. a) 2 l = 2,000 ml
3 l = 3,000 ml
Lesson 1: Metric measures 3·5 l = 3,500 ml
3·54 l = 3,540 ml
➜ pages 100–102 35·4 l = 35,400 ml
b) 5,000 g = 5 kg
1. Units circled: 6,000 g = 6 kg
a) km d) l 6,500 g = 6·5 kg
b) g e) m 6,580 g = 6·58 kg
c) mm 65,800 g = 65·8 kg

2. 3. a) 500 cm e) 30
More than Less than About the
b) 7,500 f) 12,050
same as c) 0·65 g) 8,400
Yoghurt pot ✔ d) 34 h) 1,005
Drinking glass ✔
4. a) Mistake: she has multiplied by 100 rather than
Cereal bowl ✔
1,000.
Carton of milk ✔
Correct answer: 2·6 kg = 2,600 g.
Watering can ✔
b) Mistake: she has divided by 100 instead of
Tin of soup ✔
multiplying by 100.
3. a) Two from: m, cm, mm or km Correct answer: 4·9 m = 490 cm.
b) Two from: mg (milligram), g, kg 5. a) Possible pairs for A and B:
c) Two from: ml, l, mm3, cm3, m3 mm (A) and m (B); m (A) and km (B); mg (A) and
4. Circled: g (B); g (A) and kg (B); ml (A) and l (B).
a) 2 m d) 200 ml C is m; D is cm; E is cm; F is mm.
b) 25 kg e) 800 g b) Yes, D and E are both cm as you multiply by 100
c) 21 mm to convert from m to cm and multiply by 10 to
convert from cm to mm.
5. Boxes ticked from top to bottom: True, False, False,
True, False
Reflect
6. a) Ticked: Less than a gram
b) Answers will vary; look for children recognising
Ticked: Alex
that medicines are generally taken in very small
amounts and so are best described using a small Alex is correct because when converting within metric
unit of measure. Children may also use knowledge units you either divide or multiply by 10, 100 or 1,000.
that a millimetre is smaller than a metre (or This changes the position of the digits in the place
millilitre is smaller than a litre) to reason that a value grid and the value of these digits but the digits
milligram must be smaller than a gram. themselves do not change, although zeros may need
to be added as place holders. So, the answer will only
contain the digits 5, 7 and 0.
Reflect
No; the milk is given as 1,000 ml which is 1 litre, the flour
is given as 0·25 kg which is 250 g, and the shoelaces are
Lesson 3: Problem solving –
likely to be sold in pairs rather than length. metric measures
➜ pages 106–108
Lesson 2: Converting metric
measures 1. a) Isla has 2,100 m le to run.
b) Yes, because the bush is 250 cm tall and the fence
is 205 cm tall so the bush is 45 cm taller.
➜ pages 103–105
c) 48 servings of 50 g can be taken from the bag.
1. a) 1,000 grams = 1 kg, so × by 1,000. 2. Aki needs to convert the units to a common unit,
8·5 × 1,000 = 8,500 either grams or kilograms. He has just added the
8·5 kg = 8,500 g amounts without converting one first.
Correct answer: 880 g + 1,500 g = 2,380 g (or 2·38 kg)

© Pearson Education 2018 1

 Year 6 Practice Book 6B Unit 10: Measure – imperial and metric measures

3. a) There are 300 ml of squash in each glass. multiply by 1·6; to convert from kilometres to miles
b) There are 60 ml of orange juice in each glass. multiply by 0·625.
4. Max’s bed is 138 cm long.
5. One banana weighs 150 g. One apple weighs 200 g. Lesson 5: Imperial measures
Reflect ➜ pages 112–114

Answers will vary; for example: 1. a) 5 cm is about 2 inches.

Bella has a water bottle that has 0·5 l of water in it. She b) 11 cm is about 4·4 inches. (Accept reasonable
pours 300 ml into a glass. How much water does she estimates.)
have le? c) 8 inches is about 20 cm.
Look for children fluently and accurately converting d) 6 12 inches is about 16·3 cm. (Accept reasonable
between units of metric measures so that they can solve estimates.)
problems. e) Explanations may vary; for example:
5 cm = 2 inches so multiply both sides of the
equation by 10 to give 50 cm = 20 inches.
Lesson 4: Miles and km 2.
Kilograms 1 2 3 5 10 50 100
➜ pages 109–111
Pounds 2.2 4.4 6.6 11 22 110 220

1. Speed Speed 3. Ticked: b)

(mph) (km/h)
A 2.5 4
4. 560 × 3·5 = 1,960 ml so Mo has about 1·96 litres of
B 5 8
milk (or roughly 2 litres).
C 10 16 5. Converting heights to cm:
D 35 56 Name Height
E 50 80 Aki 145 cm
Lee 50 inches = 125 cm
2. 45 miles is the same as 72 km.
72 km Jamilla 5 feet = 60 inches = 150 cm
Ambika 1,390 mm = 139 cm
8 km 8 km 8 km 8 km 8 km 8 km 8 km 8 km 8 km Max 148 cm
5 miles 5 miles 5 miles 5 miles 5 miles 5 miles 5 miles 5 miles 5 miles
Lee Ambika Aki Max Jamilla
45 miles
Reflect
72 ÷ 8 km = 9
9 × 5 miles = 45 miles Answers will vary; for example:
3. Name of river Length Length Working with metric is useful since conversion between
(miles) (km)
units involves 10, 100 and 1,000 and these are easy to
River Mersey 70 112
multiply and divide. However, working with imperial can
River Tamar 50 80
involve smaller numbers like measuring height in feet,
River Severn 220 352
which are easier to work with.
River Clyde 110 176

The longest river is the River Severn.

4. Circled: Both End of unit check
100 miles is about 160 km.
5. Ticked: A ➜ pages 115–116
Explanations may vary; for example:
8 km is about 5 miles, so 80 km is about 50 miles, so
My journal
Train B only travels about 50 miles every hour but
Train A travels 60 miles every hour. Train A is faster.
1. a) The mistake is that she has multiplied/divided by
100, not 1,000.
Reflect The correct answer is 4,500 ml is the same as 4·5 l
(or 450 millilitres is the same as 0·45 litres).
Answers will vary; for example: b) The mistake is that he has not converted the units
If I know that 5 miles is about the same as 8 km, to a common unit of measurement (grams); he
I also know that 10 miles is about the same as 16 km; cannot just take away 1, he needs to convert the kg
800 km is about the same as 500 miles; 1 mile is about to g first.
8 The correct answer is 750 g.
5
km = 1·6 km. To convert from miles to kilometres

© Pearson Education 2018 2

 Year 6 Practice Book 6B Unit 10: Measure – imperial and metric measures

c) The mistake is that she has doubled ·6 to get ·12;

1·6 × 2 = 3·2.
The correct answer is 3·2 km.

Power puzzle

a) Number Letter
56 km = ? m 56,000 P
470 g = ? kg 0.47 A
47 cm = ? mm 470 S
210 g = ? kg 0.21 T
390 mm = ? cm 39 I
2, 100 ml = ? l 2.1 E
0.47 l = ? ml 470 S

Answer = pasties
b) Number Letter
47 cm = ? m 0.47 A
56 kg = ? g 56,000 P
560 m = ? cm 56,000 P
5.6 kg = ? g 5,600 L
0.21 cm = ? mm 2.1 E
56 l = ? ml 56,000 P
3,900 cm = ? m 39 I
2,100 g = ? kg 2.1 E

Answer = apple pie

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 11: Measure – perimeter, area and volume

Unit 11: Measure – 3. Shape

A
Area (cm2)
6
Perimeter (cm)
14

perimeter, area and B

C
6
5
14
12

volume D 5 12

The shapes with equal areas are shapes A and B and

Lesson 1: Shapes with the same Shapes C and D.
4. Shape A area = 20 cm2 perimeter = 24 cm
area Shape B area = 20 cm2 perimeter = 18 cm
Shape C area = 20 cm2 perimeter = 42 cm
➜ pages 117–119 Same: the areas are all 20 cm2.
Different: all have different perimeters.
1. a) Area of rectangle A = 20 cm2
Area of rectangle B = 20 cm2 5. Andy is correct. Removing one square means the
Ticked: Yes perimeter will increase or stay the same. Children
b) Area of rectangle C = 48 cm2 should draw different shapes and work out the
Area of rectangle D = 48 cm2 perimeter each time.
Ticked: Yes
2. Answers will vary; check that the shapes on the grid Reflect
are:
Shape A = 6 cm × 6 cm square Explanations will vary; for example:
Shape B = 3 cm × 12 cm rectangle Consider a 2 × 2 square and a 1 × 4 rectangle. Both have
Shape C = any compound shape with area of 36 cm2 an area of 4 square units but the square has perimeter
Children should name other shapes with the same of 8 units and the rectangle has an area of 10 units. So,
area as shapes A, B and C. shapes with the same area do not always have the same
3. Shape B: 3 cm perimeter.
Shape C: Pair with product of 30; for example, 2 cm
and 15 cm, or 1 cm and 30 cm.
Lesson 3: Area and
4. L cm
W cm
48
1
24
2
16
3
12
4
8
6
perimeter (2)
➜ pages 123–125
Reflect
1. a) Shape Perimeter (cm) Area (cm²)
He can use multiplication. There are 4 rows of 3 squares. A 16 8
B 16 14
4 × 3 =12 squares C 16 16
This represents 12 m2. D 16 7

b) I notice that the shapes have the same perimeter

but different areas.
Lesson 2: Area and
2. Shape A: Shape B
perimeter (1) width = 2 cm length = 6 cm
area = 14 cm2 area = 18 cm2
➜ pages 120–122 I notice that the shapes have the same perimeters but
different areas. Also, the perimeter and area for shape
1. a) Shape Perimeter (cm) Area (cm2) B are both 18.
A 4 × 4 = 16 4 × 4 = 16
3. Different shapes are possible but the most likely are:
B 3 × 2 + 6 × 2 = 18 3 × 6 = 18
C 6 + 1 + 2 + 4 + 4 + 5 = 22 4 × 5 + 1 × 2 = 20 + 2 = 22
Shape A = 3 cm × 3 cm square
Shape B = 5 cm × 1 cm rectangle
b) For each shape, the perimeter is equal to the area. Shape C = 4 cm × 2 cm rectangle
2. a) Any shape with area of 4 squares; for example: 4. Garden A is 7 m × 8 m and garden B is 14 m × 1 m.
T-shape with area of 4 squares.
b) Any shape with perimeter of 8 squares; for 5. Either D or E can be removed without changing the
example: a straight line of 3 squares. perimeter.
c) Answers will vary; for example: 4 by 1 rectangle 6. Greatest area = 20 cm2 (5 cm × 4 cm rectangle)
(area = 4 cm2, perimeter of 10 cm).

© Pearson Education 2018 1

 Year 6 Practice Book 6B Unit 11: Measure – perimeter, area and volume

2. Estimates may vary; for example:

Reflect A = 8 cm2 B = 7 cm2 C = 3 cm2 D = 3 cm2
3. 7·5 cm2
Disagree; children should refer to some of the examples
from the lesson of shapes which have the same 4. Sometimes true; the estimate of the area when you
perimeter but different area. count squares may not be accurate but it could be
smaller or larger than finding the area by turning the
triangle into a rectangle. Look for children drawing
Lesson 4: Area of a diagrams to show this.
parallelogram 5. Jess is correct; the base for triangle B is double that
of triangle A and the perpendicular height for both
➜ pages 126–128 triangles is the same. So, the area of triangle B is
double that of triangle A.
1. Area of A = 4 cm × 2 cm = 8 cm2 6. 20 cm2
Area of B = 2 cm × 3 cm = 6 cm2
Area of C = 3 cm × 1 cm = 3 cm2 Reflect
2. A = 3 cm × 4 cm = 12 cm2
B = 6 cm × 2 cm = 12 cm2 Method 1: count the squares.
C = 2 cm × 3 cm = 6 cm2 Method 2: change the triangle to a rectangle and find
D = 12 cm × 1 cm = 12 cm2 the area of the rectangle.
Parallelogram C is the odd one out because it has an
area of 6 cm2 whereas the other shapes all have an
area of 12 cm2. Lesson 6: Area of a triangle (2)
2
3. a) A = 10 cm × 12 cm = 120 cm
B = 13 cm × 10 cm = 130 cm2 ➜ pages 132–134
b) Area of parallelogram A < area of parallelogram B
4. a = 10 m b = 25 m c = 20 m 1. a) Area = 8 × 6 ÷ 2
= 24 cm2
5. The area of all of the parallelograms is the same b) Area = 3 × 9 ÷ 2
because they all have the same base length (4 cm) = 13·5 m2
and perpendicular height (4 cm). This is because the c) Area = 5 × 8 ÷ 2
parallelograms are set within parallel lines and so the = 20 cm2
distance between the two lines (the perpendicular d) Area = 10 × 4.5 ÷ 2
height of each parallelogram) is always the same. = 22·5 m2
6. Area of the path = 3 m2 2. Area of shape A = 4 × 5 ÷ 2 = 10 m2
Area of shape B = 3 × 4 ÷ 2 = 6 m2
Reflect Lexi used the length of 5 m to find her area for shape
B, but this is not a perpendicular dimension.
C 30 cm2 3. A = 64 km2 B = 60 cm2 C = 44 mm2 D = 44 cm2
Explanations may vary; for example: Circled: Triangle A
The base is 5 cm and the perpendicular height is 6 cm, so 4. 28 cm2 (48 cm2 – 20 cm2)
the area is 5 × 6 = 30 cm2. 5. 40 cm2 (60 cm2 – 20 cm2)

Lesson 5: Area of a triangle (1) Reflect

➜ pages 129–131 Explanations may vary; for example:

Find the area of the rectangle which would share three
1. a) 4 rows in the rectangle formed. vertices with the triangle. Halve this to find the area of
2 squares in each row. the right-angled triangle.
2×4=8
Total number of squares = 8
Area: 2 cm × 4 cm = 8 cm2 Lesson 7: Area of triangle (3)
b) 1 rows in the rectangle formed.
4 squares in each row. ➜ pages 135–137
1×4=4
Total number of squares = 4 1. Area of A = 5 × 6 ÷ 2 = 15 cm2
Area: 1 cm × 4 cm = 4 cm2 Area of B = 1·5 × 6 ÷ 2 = 4·5 m2
c) Area = 8 cm2 Area of C = 4 × 17 ÷ 2 = 34 km2

© Pearson Education 2018 2

 Year 6 Practice Book 6B Unit 11: Measure – perimeter, area and volume

2. Answers will vary; all 3 triangles should have a base of Lesson 9: Problem solving −
4 cm and perpendicular heights of 4 cm.
3. a) Ben has correctly multiplied the base by the
perimeter
perpendicular height to get 24 cm2 but he needs
➜ pages 141–143
to half this to find the area of the triangle, which is
12 cm2.
1. Race 1 is 1,000 m.
b) Alex has multiplied the length of two sides of the
Race 2 is 960 m.
triangle and then halved, rather than multiplying
Race 1 is longer.
the base (12 cm) by the perpendicular height
(8 cm) and then halving. The correct answer is 2. 48 cm
48 cm2. 3. 38 cm
2 2
4. a) 35 cm b) 6 cm 4. Area A has the longer perimeter.
5. The area of the parallelogram is perpendicular 5. Zac is not correct; the perimeter of shape B is
height × base. The 2 triangles make up the 10 + 10 + 10 + 10 = 40 cm. The perimeter of shape
parallelogram, so the area of the triangle is half of the A will be more than this since it contains the same
area of the parallelogram. The area of the triangle is 4 sides (of 10 cm) but also has 4 extra sides which add
15 cm2. to the perimeter.
6. Area of right-angled triangle forming half of square
= 800 cm2 Reflect
Area of small white triangle is 440 cm2
So, area of shaded triangle 800 cm2 – 440 cm2 = Answers will vary; for example:
360 cm2
When I cut a rectangular piece of paper into two equal
parts, the perimeters of the new shapes (triangles)
Reflect will be more than half the perimeter of the rectangle
since the triangles include the length and width of the
Use the formula area = base × perpendicular height ÷ 2 rectangle but also the diagonal across the rectangle.
Area = 5 × 2 ÷ 2 = 5 cm2
Other answers might include counting the squares or
making the triangle into a rectangle. Encourage children
Lesson 10: Volume of a
to understand that the formula method is the most cuboid (1)
efficient.
➜ pages 144–146

Lesson 8: Problem solving − 1. a) There are 6 1 cm3 cubes in the solid.

area Volume = 6 cm3
b) There are 8 1 cm3 cubes in the solid.
Volume = 8 cm3
➜ pages 138–140
c) There are 8 1 cm3 cubes in the solid.
Volume = 8 cm3
1. a) 56 cm2 b) 18 cm2 c) 80 cm2
2. Circled: all shapes (A, B and C)
2. a = 6 cm, b = 3 cm, c = 6 cm
3. Shapes matched:
3. a) 6 cm2 b) 30 cm2
A➜4
4. The carpet costs £17 per m2. B➜1
5. The length of the base of the parallelogram = 5 cm. C➜3
D➜2
6. 12 cm2
4. Lee has counted the cubes he can see, but there is
also a cube at the back that he cannot see that needs
Reflect
to be included. So, there are 7 cubes and the volume
is 7 cm3.
Answers will vary but look for answers including:
5. Order of sides may vary:
Area of a rectangle = length × width
a) Volume = 5 × 2 × 3
Area of a triangle = perpendicular height × base ÷ 2
= 15 × 2
Area of a parallelogram = perpendicular height × base
= 30 cm3
Check that squared units (cm2, m2, km2, etc.) are used to b) Volume = 3 × 2 × 4
measure area. =3×8
= 24 cm3

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 11: Measure – perimeter, area and volume

6. Ella is not correct. To make a cube she needs to have End of unit check
the same dimension for the height, depth and width,
so she can make a cube from 2 × 2 × 2 = 8 cubes or ➜ pages 150–152
3 × 3 × 3 = 27, but not 9 cubes.
7. Answers will vary; look for children recognising that
the volume of the cube tower is 20 cm3 and the My journal
width of the cylinder looks similar to the width of the
tower. The volumes of the two shapes will not be the 1. a) I know that the area of this parallelogram is
same, as they are different shapes, but 20 cm3 will 108 cm2 because the area is given by the formula
be a sensible rough estimate for the volume of the perpendicular height × base.
cylinder. b) I know that the area of this triangle is 24·75 cm2
because the area is given by the formula
Reflect base × perpendicular height ÷ 2.
2. False.
Yes, a cube has the same dimensions of height, depth Explanations may vary; for example:
and width, so a larger cube can be made from A rectangle with sides 1 cm and 6 cm will have an
3 × 3 × 3 = 27 smaller cubes. area of 6 cm2 but a perimeter of 14 cm, whereas a
rectangle with sides 2 cm and 3 cm will have an area
of 6 cm2 but a perimeter of 10 cm.
Lesson 11: Volume of a 3. a) Shape A is the odd one out.
cuboid (2) b) All the other shapes have an area of 12 cm2.
c) Answers will vary; for example:
➜ pages 147–149 Shape B is the only shape with right angles.

1. a) 8 cm3 Power puzzle

b) Volume = 3 × 3 × 4
= 36 cm3 1. Yes, the volume of the water in the first tank is 64 cm3
c) Volume = 3 × 3 × 3 and the volume of the cube is 64 cm3.
= 27 cm3
2. The volume of the water before putting the cube in
d) Volume = 5 × 3 × 4
is 20 × 20 × 2·5 = 1,000 cm3 and the volume aer is
= 60 cm3
20 × 20 × 5 = 2,000 cm3, so the volume of the cube is
2. Answers may vary; for example: 1,000 cm3.
You can work out the volume of one layer (8 × 7 = 56) 10 × 10 × 10 = 1,000 cm3
and then multiply that by the number of layers. Each side is 10 cm.
56 × 5 = 280 cubes
Alternatively, you can multiply the three dimensions
together to give 8 × 7 × 5 = 280 cubes.
3. 440 cm3
4. a) 8 cm b) 12 cm
5. 4 cm
6. Answers will vary; for example:
2 cuboids drawn with labelled dimensions l = 8 m,
h = 5 m, w = 2 and dimensions l = 10 m, h = 4 m, w = 2.
7. 3 × 2 × 6 = 36
12 × 12 × 12 = 1,728
1,728 ÷ 36 = 48
48 packets fit into the box.

Reflect
Answers may vary; for example:
Volume is height × length × width so the volume of the
cuboid is 4 × 1 × 3 = 12 cm3.

© Pearson Education 2018 4

 Year 6 Practice Book 6B Unit 12: Ratio and proportion

Unit 12: Ratio and c) 2 circles and 6 triangles

(or other multiples of 1 circle and 3 triangles)
proportion d) 2 triangles to 8 circles
(or other multiples of 1 triangle and 4 circles)
Lesson 1: Ratio (1) 5. a) No, the pencil is half the length of the straw.
b) Yes, the ratio of the length of the pencil to the
➜ pages 153–155 length of the straw is 1 : 2 so the length of the
straw is twice that of the pencil.
1. a) Fruit sorted into 3 groups, each group containing 6. The ratio of orange juice to lemonade is 1 : 5 (250 : 1,250).
1 apple and 2 pears.
b) For every 1 apple there are 2 pears. Reflect
For every 2 pears there is 1 apple.
2. a) For every 3 rulers there are 2 pencils. Yes and no. The ratio has the same digits, so describes
b) For every 2 pencils there are 3 rulers. the same relationship between quantities. However, the
9
c) 15 = 35 of the objects are rulers. order is important as this tells you which quantity is
d) 15 = 25 of the objects are pencils.
6 double the other. For example:
3. a) Answers will vary; for example, children could draw In a bag of sweets there are twice as many mints to
6 triangles and 2 circles. strawberry sweets. The ratio of mints to strawberry
b) Answers will vary; for example, children could draw sweets is 2 : 1. This is the same as the ratio 1 : 2 if the
4 squares and 10 circles. order is reversed, i.e. strawberry sweets to mints.
4. a) Shapes and descriptions matched:
Le-hand shape ➜ For every 1 grey square there Lesson 3: Ratio (3)
are 2 white squares,
Middle shape ➜ For every 2 grey squares there is 1
➜ pages 159–161
white square,
Right-hand shape ➜ For every 1 grey square there
1. a)
is 1 white square
b) 10 squares shaded grey, leaving 2 white.
1
5. 4
Yes, if the ratio of the red to white cubes is kept as
ratio 3 : 1 then 14 of the cubes will be white regardless
of the size of the tower.
6. No, the ratio is 2 white marshmallows to 3 pink. This
means that in every 5 marshmallows, 2 are white and b) 12
3 are pink. So, 25 of the marshmallows are white and 35 2. Strawberry Lime
are pink.
2 3

Reflect 4 6

6 9
For every 2 apples there is 1 banana. 8 12

10 15

Lesson 2: Ratio (2) 12 18

There are 12 strawberry sweets in the jar.

➜ pages 156–158 3. There are 30 black buttons in the box.
4. There are 28 box fish in the tank.
1. For every 4 chicks there is 1 hen.
Or, the ratio of chicks to hens is 4 : 1. 5. Explanations may vary; for example:
7 squares would mean that there are 17·5 rectangles
2. The ratio of jars to tins is 1 : 2.
which is impossible.
The ratio of tins to jars is 2 : 1.
6. There are 16 more cows than sheep in the field.
3. a) 1 : 3 b) 1 : 3 c) 1 : 4
7. Josh has £2.
4. Answers will vary but ensure that there are more than
6 shapes for each answer. For example:
a) 6 triangles and 2 circles
(or other multiples of 3 triangles and 1 circle)
b) 6 triangles and 4 circles
(or other multiples of 3 triangles and 2 circles)

© Pearson Education 2018 1

 Year 6 Practice Book 6B Unit 12: Ratio and proportion

d) Rectangle with dimensions 1 cm × 2·5 cm drawn on

Reflect the grid and identified as a rug. For example:
Stock cupboard
Since there are 3 red balloons for every 4 blue balloons, Board
there are more blue balloons in the bag than red room
balloons. Rug

Lesson 4: Ratio (4)

➜ pages 162–164 Canteen
Meeting
room
1. Carrot 4
20
Lemon 4 4 4 4
2. a) Every 2 cm on the plan represents 1 m in real life.
There are 4 slices of carrot cake and 16 slices of lemon b)
cake. 0m 1m 2m 3m 4m 5m 6m 7m 8m 9 m 10 m

2. There are 18 footballs and 45 tennis balls. 0 cm 2 cm 4 cm 6 cm 8 cm 10 cm 12 cm 14 cm 16 cm 18 cm 20 cm

3. 27 squares shaded red and 45 squares shaded blue. c) Width = 8 cm; height = 5 cm
Explanations may vary; for example: 8 + 8 + 5 + 5 = 26 cm
Work out the number of squares in total (72). Ratio = 2 : 1, so 26 cm : 13 m
There are 3 + 5 = 8 parts in each group. The perimeter is 13 m.
72 ÷ 8 = 9
So, there are 9 groups of 3 red squares and 9 groups 3. 1 cm : 5 km
of 5 blue squares. 11 × 5 = 55
9 × 3 = 27 and 9 × 5 = 45, so there are 27 red squares Length of route = 55 km
and 45 blue squares. 4. 12 × 25,000 = 300,000
4. a) There are 24 grey socks in the drawer. The actual distance between the two houses is 3 km
b) 8 pairs of white socks can be made. (or 3,000 m or 300,000 cm).
5. Zac receives £12 more than Jamie. 5. 1 : 50
Explanations may vary; for example:
6. 4 parts = 560, so 1 part = 140 Ratio of perimeter is 20 squares : 8 squares = 2·5 : 1.
3 parts + 7 parts = 10 parts altogether So, the scale for the shape on the le is 2·5 times
10 × 140 =1,400 smaller than the scale for the shape on the right.
20 × 2·5 = 50
Reflect So, the scale on the right is 1 : 50.

Explanations may vary; for example: Reflect

Add together 2 + 3 to get 5. This is the total number of
parts. The scales are the same, since 1 : 200 = 1 cm : 200 cm =
1 part = 60 ÷ 5 = 12 1 cm : 2 m. However, the scale 1 : 200 does not contain
So, sharing 60 into the ratio 2 : 3 gives 2 × 12 : 3 × 12, any units whereas the scale 1 cm : 2 m contains units.
which is 24 : 36.
Alternatively, children may choose to draw a bar model
to show their method. Lesson 6: Scale factors
➜ pages 168–170
Lesson 5: Scale drawings
1. a) 9 cm × 2
➜ pages 165–167 Mo’s line is 2 times longer than Zac’s.
So, the scale factor of enlargement is 2.
1. a) b) 9 × 5 = 45
0m 2m 4m 6m 8m 10 m 12 m 14 m 16 m 18 m 20 m Olivia’s line is 5 times as long as Zac’s.
So, the scale factor of enlargement is 5.
0 cm 1 cm 2 cm 3 cm 4 cm 5 cm 6 cm 7 cm 8 cm 9 cm 10 cm 2. Each side of the new shape is twice the length of each
b) 12 side of the old shape.
c) 24

© Pearson Education 2018 2

 Year 6 Practice Book 6B Unit 12: Ratio and proportion

3.
Reflect
Answers may vary; for example:
All sides in the shapes will be in the ratio 1 : 4 since the
shapes are similar. One shape will have lengths 4 times
longer than the other shape.

Lesson 8: Problem solving –

ratio and proportion (1)
➜ pages 174–176

1. 60 ÷ 5 = 12
4. 7 × 12 = 84
Original Scale factor of
Rectangle
length enlargement
New length 7 pencils cost 84p.
A 6 cm 4 24 cm 2. The perimeter of the patio is 5·4 m.
B 12 cm 5 60 cm 3. a) 300 g flour
1
C 18 cm 2 9 cm 6 eggs
D 18 cm 1
27 cm
900 ml milk
12
3 tbsp oil
E 5 cm 100 5m
b) Toshi needs 250 g of flour.
5. a) The sale factor is 2 12 . c) 675 ml
b) The sale factor is 14 . d) Toshi can make 12 pancakes.
4. £15·60
Reflect 5. 550 g

When a shape is enlarged by a scale factor of 12 , Reflect

each length on the shape is halved (multiplied by 12 ),
so each new side is half the length of the old side. Methods may vary; for example:
Method 1: Use a scale factor: since 9 is 6 + 3 (= 6 + half
Lesson 7: Similar shapes of 6), the scale factor is 1 12 . The weight will also be
scaled up by a factor of 12 , so 9 chocolates will weight
➜ pages 171–173 120 g × 1 12 = 180 g.
Method 2: Divide by 6 to find the weight of 1 chocolate
1. a) Yes, they are similar as they have a scale factor and multiply by 9 to find the weight of 9 chocolates.
of 2. The side of 3 squares has been enlarged to 120 ÷ 6 = 20, 20 g × 9 = 180 g.
6 squares (= 2 × 3) and the side of 4 squares has
been enlarged to 8 squares (= 2 × 4).
b) No, they are not similar. The lengths have been
Lesson 9: Problem solving –
enlarged but the widths are the same. ratio and proportion (2)
2. Answers will vary. Check one triangle is an
enlargement of the other. ➜ pages 177–179
3. a) The scale factor is 3.
1. There are 12 lilies.
The length of side a is 15 cm.
b) The scale factor is 5. 2. a) There are 4 times more mint sweets than
The length of side b is 8 cm. strawberry sweets. This is because the ratio is 4 : 1
so, for every strawberry sweet there are 4 mints.
4. x = 2·5 cm y = 25 cm
b) 8
5. a) 1 : 2
3. 40
b) Children should have drawn a similar parallelogram
on the grid with base length of 12 and 4. 105 g
perpendicular height of 9. The bottom le vertex 5. 35
of shape should sit three squares to the le of the
6. 20
top le vertex.
c) 18 cm 7. They have caught 39 fish.

© Pearson Education 2018 3

 Year 6 Practice Book 6B Unit 12: Ratio and proportion

Reflect
Answers will vary: look for children recognising that bar
models are a useful way of representing the numbers
given and their relationship to the whole or parts.

End of unit check

➜ pages 180–181

My journal

1. a) Andy is incorrect. Some of the sides in shape B are

double the length of the sides in shape A but some
are the same.
b) 1 : 2
The sides in the second shape have been enlarged
by a scale factor of 2.

Power play

a) The ratio is 1 : 5,000, so 1 cm represents 5,000 cm.

5,000 cm = 50 m
So, 1 cm represents 50 m in real life.
b) This is 3 squares on the map, which is 2·1 cm.
The scale is 1 : 5,000.
2·1 × 5,000 = 10,500 cm = 105 m
105 m is the shortest distance between Holly’s house
and the bus stop.
c) 350 ÷ 50 = 7, so any point 7 cm from Holly’s house.

© Pearson Education 2018 4

 Year 6 Practice Book 6C Unit 13: Geometry – Properties of shapes

Unit 13: Geometry – Lesson 2: Drawing shapes

accurately
Properties of shapes
➜ pages 9–11
Lesson 1: Measuring with a
protractor 1. a)

➜ pages 6–8

1. a) 130° c) 90° b)
b) 25° d) 73°
2. 1st angle = 110°
2nd angle = 75°
3rd angle = 72°
c)
4th angle = 113°
3. a) Angles clockwise from top le: 77°, 132°, 111°,
116°, 104° (total 540°);
66°, 230°, 66°, 112°, 134°, 112° (total 720°)
b) B. All angles are the same size (120°) and all sides
are the same length. 2. 8.5 cm

4. No, all the angles are the same size (38°). 55 ° 55 °

5. a)
4 cm 125° 125° 4 cm

4 cm

Missing angles are both 55°. Missing length is 8·5 cm.

3.

Angles clockwise from top le: 122°, 109°, 142°,

109°, 122°, 116° (total 720°).
b)
Answers will vary for the third parallelogram.
4.

Angles clockwise from top le: 65°, 65°, 235°, 95°, 5. Answers will vary; for example:
95°, 110°, 235° (total 900°).

Reflect
Look for answers identifying using wrong scale or
misreading the scale; placing the protractor incorrectly
or inaccurately. 6. a)

Rectangle 6 cm by 2 cm
© Pearson Education 2018 1
 Year 6 Practice Book 6C Unit 13: Geometry – Properties of shapes

b) 3. A triangle has … Always Sometimes Never

true true true

… three acute angles. ✔

… two right angles. ✔

… a right angle and an obtuse angle. ✔

… three different angles. ✔

… angles that add up to 180°. ✔

… at least two acute angles. ✔

4. Answers will vary; for example: 45°/45°/90°. Check

angles add to 180° and any isosceles triangles have
two angles the same.
Rectangle 8 cm by 1·5 cm
Reflect
Reflect
180-degree angles in a triangle can be shown to make a
straight line. Angles on a straight line add to 180°.
Answers will vary; for example: Lee needs to read the
correct scale and to place the protractor accurately.
Lesson 4: Angles in triangles (2)
Lesson 3: Angles in triangles (1)
➜ pages 15–17
➜ pages 12–14
1. a) 80° c) 25°
b) 39° d) 30°
1. a)
70° 30° 2. a = 70° b = 45° c = 65°

40° 30°
130° 3. p = 18° q = 108° r = 54°
4. Groups will vary; for example: 40°/80°/60°;
20°
100° 100° 85°/35°/60°; 50°/45°/85°; 25°/35°/120°
5. a = 90° b = 260°
x = 40° y = 65°
140°

100°
100°
18°
Reflect
b) Children should mention that the other angles in the
triangle have to make 130°.
30 °

40° 110°
Lesson 5: Angles in triangles (3)
5 cm

➜ pages 18–20
2.
1. a) 20° c)
55°
70°

80° 80° 55°

b) d)
20°
140°
70°
70°

40° 20°

2. a) 65°, 65° b) 12°, 156° c) 45°, 45°

© Pearson Education 2018 2

 Year 6 Practice Book 6C Unit 13: Geometry – Properties of shapes

3. 6. Answers will vary; for example:

a)

4. Amelia: 2 solutions: 56° / 56° / 68° and 56° / 62° / 62° b)

Bella: 1 solution: 156° / 12° / 12°. Double 156° > 180°
so cannot be one of the equal angles.
5. a) 335° c) 55°
b) 60 °

c) Both are quadrilaterals, both can be split into two

120 ° triangles: 2 × 180° = 360°

Reflect
30 ° 60 °
Look for indicators of equal angles and shapes split into
2 triangles.
Reflect
Answers will vary. Lesson 7: Angles in polygons (2)
➜ pages 24–26
Lesson 6: Angles in polygons (1)
1. a) a = 25° c) c = 50°
➜ pages 21–23 b) b = 100° d) d = 27°
2. a) b = 150° b) d = 21°
1. a) Right-angled trapezium
b) Scalene trapezium 3. Diagonals must start at the same vertex for each
c) Isosceles trapezium polygon. Children should show one of the possible
d) Parallelogram images for each polygon.
a) angle total = 360°
2. a) Angles from top le clockwise: 70°, 110°, 70°, 110°
b) 93°, 93°
3. a) b)
b) angle total = 540°

c) c) angle total = 720°

4. a) 125°, 125° b) 114°, 114°

5. A parallelogram has three acute angles: Never true:
It has 2 equal acute and 2 equal obtuse, 1 acute + 1 4. She has used more than one vertex to draw the
obtuse = 180°; diagonals.
A trapezium has four different angles: Sometimes
true: Scalene trapezium only 5. angle total = 1,440° (8 × 180°)
each interior angle = 144° (1,440 ÷ 10)
6. a) a = 30° b = 60°
b) Interior angles of pentagon = 108°; angles in all
surrounding triangles: 30°, 60° and 90°.

Reflect
Answers will vary.

© Pearson Education 2018 3

 Year 6 Practice Book 6C Unit 13: Geometry – Properties of shapes

Lesson 8: Vertically opposite 6. a) The radius of one of the circles is 1·4 cm.
b) Answers will vary: The perimeter needs to be
angles 14 radii altogether (19·6 ÷ 1·4) or 7 diameters
(19·6 ÷ 2·8). Side lengths therefore need to be a
➜ pages 27–29 total of 7 radii or 3·5 diameters. For example:
. . . . .
1. 1st missing angle = 110°
2nd missing angle = 70° . . . .
3rd missing angle = 55° . . . . .
4th missing angle = 125°
2. Third diagram should be circled.
3. Missing angles from the top going clockwise: Reflect
a) 135°, 45°, 135°
b) 142°, 142°, 38° Use a pair of compasses set at a radius of 2 cm.
c) 114°, 66°, 66°
4. Lesson 10: Parts of a circle
135°
➜ pages 33–35
135°

1. Third diagram ticked.

2. a) Answers will vary.
5. Angle a Angle b Angle c Angle d b) Isosceles triangles
Experiment 1 80° 100° 80° 100°
3. Answers will vary; for example:
Experiment 2 120° 60° 120° 60°
Experiment 3 30° 150° 30° 150°

6. Missing angles from the top going clockwise:

a) 70°, 25°, 25°, 85° c) 61°
b) 14°, 104°, 76°

Reflect
Children should mention that two pairs of angles on a
line = 180° such as a + b = 180°, b + c = 180° so a = c.

Lesson 9: Equal distance

➜ pages 30–32

1. The dots children draw should form a circle. The dots

are on a circle with a radius of 25 mm. 4. The angle formed on the circumference will be 90°;
2. a) Radius; Radius = 13 mm, Diameter = 26 mm the other two angles should add to 90°.
b) Diameter; Radius = 4 mm, Diameter = 8 mm 5. Children should count the whole and more than half
c) Diameter; Radius = 20 mm, Diameter = 40 mm squares; the area is approximately 112–115 cm2.
3. Second and third statements ticked:
The diameter passes through the centre of the circle. Reflect
If the radius is x, then the diameter is x + x.
4. a) 4 mm c) 3·4 cm Answers will vary; children should mention using the
b) 5·5 cm d) 4·95 m radii for the equal sides and diameter for 3rd side.
5. a) Radius = 1·3 cm
b) The line is 72 mm.

© Pearson Education 2018 4

 Year 6 Practice Book 6C Unit 13: Geometry – Properties of shapes

Lesson 11: Nets (1) 6. Answers will vary; for example:

➜ pages 36–39

1.

2.

Reflect
✔ Answers will vary; for example:

3.

4.

The easiest way is to show a base with the same number

of triangles as sides on the base.

5. Answers will vary; for example: Lesson 12: Nets (2)

➜ pages 39–41

1.

✔ ✔

© Pearson Education 2018 5

 Year 6 Practice Book 6C Unit 13: Geometry – Properties of shapes

2. Answers will vary but should be one of these shapes End of unit check
(in any orientation):
➜ pages 42–44

My journal

1. a = 63° b = 63° c = 99°

d = 72° e = 81° f = 117°
g = 81° h = 63° i = 81°
Explanations will vary but look for: opposite angles
are equal; angles on a line add to 180°; angles in a
quadrilateral add to 360°. Angles in a square are right
angles.
2. A: Does not make a 3D shape
B: Pyramid
C: Pyramid
D: Cube
E: Prism
3. Answers will vary but pairs of letters show where the F: Does not make a 3D shape
opposites are. The letters can be interchanged. G: Prism
K E K E D D K H: Prism
E D E K E D E

K D K K D K E Power puzzle
E D
Look for evidence of a variety of different shapes – not
D E E D E
the same ones in different orientations.
K D K K D
Children may group in many different ways, so talk to
E D D E D E D E
them about which properties they were thinking about.
K E K K K K
Could they group them differently?
D
They should find plenty of parallelograms, rectangles,
D K D E K
squares, trapeziums, kites and rhombii.
E K E E D
For example:
D D K K

K E D E

4.

5. The volume is 1,000 cm3.

Reflect
Answers will vary; for example: The net will have 6
identical square faces. There will generally be a middle
row of square faces, with at least one face on either side.

© Pearson Education 2018 6

 Year 6 Practice Book 6C Unit 14: Problem solving

Unit 14: Problem 6. –

13 3

solving
– –
4 20

–
5 11
Lesson 1: Problem solving –
place value Reflect

➜ pages 45–47 Answers will vary; for example:

Find the difference (24 + 40 = 64), halve the difference
1. a) Max’s score < Jamilla’s score (32), then add 32 to –40 or subtract 32 from 24 (–8).
b) Richard’s score < Emma’s score or
c) Richard’s score < Emma’s score < Max’s score < Add the two numbers together (24 + –40 = –16) then
Jamilla’s score halve the answer (–8).
2. Rounds down to the nearest 10,000; Rounds up to the
nearest 100
3. 6,937, 6,973, 7,369, 7,639, 7,693, 7,963
Lesson 3: Problem solving –
4. The y-axis intervals should be labelled in 200s (for addition and subtraction
every marker) or 400s (for the bold markers).
Days Monday Tuesday Wednesday Thursday Friday Saturday
➜ pages 51–53
Sales
1,800 2,800 2,600 1,400 3,000 3,800
in £ 1. There are 3,210 visitors in the park.

5. Children should refer to numbers that round up for 2. The third number is 3,037.
City X and numbers that round down for City Y; For 3. a) 1,100 more children than adults visited the park on
example: the smallest possible population of City X is Saturday.
482,500 and the largest possible population of City Y b) The difference is 1,200.
is 484,999 so City Y could be larger than City X. 4. They sell 186 cakes in total.
5. a) H T O . Tth Hth b) Th H T O
Reflect 5 3 . 1 9 8
9 1
0 6
7 1
1
+ 7 8 . 8 2 – 6 1 5 3
Answers will vary. 1 3 2 . 0 1 2 9 1 8
1 1 1 1
Check that the le circle number has fewer than 5
hundreds (for example, 3,498); the middle number is 6. = 250 = 350 = 750
greater than 50,000 and has fewer than 5 hundreds
(for example, 50,368); the right circle number is greater Reflect
than 50,000 and has 5 or more hundreds (for example,
50,500). Answers will vary; for example:
123,412 is greater than 50,000 and it rounds down to 117
123,000 (to the nearest 1,000).
69 48

Lesson 2: Problem solving – 117 + 69 = 186

negative numbers
Lesson 4: Problem solving –
➜ pages 48–50
four operations (1)
1. Answer b) should be ticked.
➜ pages 54–56
2. a) –23, –16, –9, –2, 5, 12
b) 19, 13, 7, 1, –5, –11 1. An adult ticket costs £15. A child ticket costs £8·50.
c) –35
2. 11 van trips are needed.
3. a) London
3. a) 42 mixed bags can be made.
b) London and Oslo
b) 3 lemons and 1 lime are needed to complete
4. winter temperature = –20 °C another bag.
summer temperature = 28 °C
4. Jen uses 625 ml more water for the mugs.
5. –
100 –
20 5. Multiplying by 6 then dividing by 3 is the same as
–
60 0 60
multiplying by 2 (doubling).
6. There are 12 tins of red paint.
© Pearson Education 2018 1
 Year 6 Practice Book 6C Unit 14: Problem solving

3.
4.1
Reflect 4

3.99 4.05
Answers will vary; for example: read the question
4. The mass of 1 tin of nuts is 0·27 kg (to two decimal
carefully, write down all the number sentences needed
places).
to solve the problem, use bar models, check that you
have answered the question. 5.
4.6 7.1 4.8

Lesson 5: Problem solving – 5.7 5.5 5.3

four operations (2)

6.2 3.0 6.4

➜ pages 57–59

1. One spotty bead costs 23p.

Reflect
2. The tower is 420 cm high. 0·87 is closest to 0·9 as it is only 0·03 away from 9.
3. a) The capacity of a small bottle is 450 ml.
b) 2·7 l more water fills 10 large bottles.
4. 94 × 8 + 3; 98 × 4 + 3; 48 × 9 + 3; 49 × 8 + 3
Lesson 8: Problem solving –
5. = 12 cm = 16 cm = 20 cm
percentages
➜ pages 66–68
Reflect
1. The washing machine is £238 in the sale.
Most efficient strategy is 10 times the difference
(10 × 270) rather than 10 × 720 – 10 × 450. 2. 54 children walk to school.

25 × 270 = 6,750 ml = 6·75 l 3.

Percentage of
Destination Number of flights
total flights
Other French cities 72 30%
Lesson 6: Problem solving – European cities 132 55%

fractions Cities outside Europe 36 15%

4. There were 4,500 visitors altogether.

➜ pages 60–62 5. 35% of 180 = 30% of 210
1. 26 < 12 < 34
Reflect
2. a) They sold 84 cookies altogether.
b) 29 of the cookies were le. 3
= 12 = 60%
5 20
7
3. 18
7
4. 3 20 km
Lesson 9: Problem solving –
5. There are 96 marbles in the bag.
ratio and proportion
6. 48 × 23 = 13 3
5
+ 44 = 1 35 3
10
3
+ 4 = 4 10
➜ pages 69–71
Reflect
1. a) 38 of the box is pens.
7 1
12
is larger than 2
.7
is more than half of 12; the other b) He will have 18 fewer pens than pencils.
numerators are less than half of their denominator.
2. a) 30 cakes can be made.
b) 625 g of flour is needed.
Lesson 7: Problem solving – 3. 9 : 3 or 3 : 1
decimals 4. On the map the two cities are 13 cm apart.
5. There are 3 boys for every 5 girls.
➜ pages 63–65 6. A large tin has a mass of 560 g.
1. The mass of 1 bag of popcorn is 0·18 kg.
Reflect
2. a) A carton of juice costs 65p.
b) 8 bags of popcorn cost £9·20 more than 8 cartons 24 ÷ 3 × 5 = 40
of juice.

© Pearson Education 2018 2

 Year 6 Practice Book 6C Unit 14: Problem solving

Lesson 10: Problem solving – 2. a)

time (1) (–20,20) (20,20)

➜ pages 72–74

1. a) Max must wait 2 hours and 25 minutes. (–28,4) (–12,4) (12,4) (28,4)
b) Jen watches TV for 50 minutes. x
c) Viewers must wait 10 full weeks.
2. a) The teacher makes 21 appointments.
(–20,–12) (20,–12)
b) The last appointment on Wednesday ends at 19:55.
3. Olivia raises £40. b) (12,4), (20,20), (20, –12) and (28,4)
4. 12 intervals of 45 minutes = 9 hours, which is longer 3. a) A(12,14)
than one third of a day (8 hours). B(12,2)
C(19,2)
5. a) 2,904 hours = 121 days
b) (12,8)
b) The puppy was born on 17 June.
c) Circled: (16,12)
4. (–1,4); (2,–5); (–1,5); (–4,–4)
Reflect
10 minutes past 10; 22:10; 10:10 pm Reflect
Add each part of the coordinate then divide by 2.
Lesson 11: Problem solving – 7 + 7 = 14; 14 ÷ 2 = 7; 2 + 10 = 12, 12 ÷ 2 = 6.
The half-way point is (7,6).
time (2)
Some children will notice that the x-coordinate will be
➜ pages 75–77 7 as well, as the line is horizontal, parallel to x-axis.

1. a) The journey on the 16:12 bus is 3 minutes shorter.

b) It is quicker for Max to walk.
Lesson 13: Problem solving –
2. Children spend 4 hours 15 minutes longer in lessons. properties of shapes (1)
3. a) He travelled 125 km.
➜ pages 81–83
b) The break was 1 hour 15 minutes long.
c) He stopped for lunch at 1:05 pm (13:05).
1. a = 30°, b = 42°, c = 68°, d = 68°
4. Taxi company A will be the cheapest. A is 60p a
2. a) a = 55°, b = 35°
minute, so £18; B is 15 minutes for £9·75 so £19·50 for
b) Answers will vary; for example: c = 180° – 35°
30 mins; C is 64p per minute (or £3·20 for 5 minutes)
(angle b) = 145°, d = c (opposite angles).
so £19·20 for 30 minutes.
3. angle x = 28°, angle y = 100°, angle z = 52°
Reflect 4. angle x = 100°, angle y = 60°, angle z = 200°
5. angle a = 40°, angle b = 140°, angle c = 40°
She has used column addition forgetting that there
are 60 mins in an hour, not 100. The correct time is 1:40
(13:40).
Reflect
Answers will vary.
Lesson 12: Problem solving – Angles b + c = 92° (180 – 88). For example: 46° and 46°;
80° and 12°.
position and direction
➜ pages 78–80

1. B(–1,5)
D(3,1)

© Pearson Education 2018 3

 Year 6 Practice Book 6C Unit 14: Problem solving

Lesson 14: Problem solving – Power play

properties of shapes (2)
Money spent Arrival time Departure time
➜ pages 84–86 Jamie £7.50 13:00 14:15

Max £2.50 10:30 13:30

1. External angle is 360° ÷ number of sides; 360 ÷ 8 = 45
or internal angle sum: 6 × 180 = 1,080; 1,080 ÷ 8 = 135; Zac £10 11:15 13:15

180 – 135 = 45
m = 45° Children should fill in any information given in the
speech bubble first: Max’s times and Zac’s spend, using
2. Shapes in the wrong place: trapezium, rhombus, that to work out the rest.
regular pentagon and regular hexagon.
Interior angles add Interior angles do
up to 360° not add up to 360°

Have at least rectangle rhombus

one pair of
parallel sides parallelogram regular pentagon

kite triangle
Have no pairs
of parallel sides
trapezium regular hexagon

3. Internal angle of hexagon = 120°, 3 × 120° = 360°

4. angle a = 120° (adjacent angles in parallelogram = 180°
or opposite angles are equal), angle b = 47°
(internal angles in a pentagon = 108°; angles round
a point = 360°)
5. angle e = 80°, angle f = 40°

Reflect
A regular pentagon has 5 angles each of 108°.
330 ÷ 3 = 110°, not 108. Alternatively: all angles must be
equal in regular shapes: 330 ÷ 3 = 110°, leaving only 210°
for the other two angles, not enough for both to be 110°
(angle sum of pentagon = 3 × 180 = 540).

End of unit check

➜ pages 87–88

My journal

He will save £7,776.

3
Children need to find 25% and 10 of 1,200 to find how
much is le (540) then split into the ratio 3 : 2 to find out
how much he saves each month (540 ÷ 5 = 108;
2 × 108 = 216 saved) then multiply by the number of
months: 216 × 36 months = 7,776

© Pearson Education 2018 4

 Year 6 Practice Book 6C Unit 15: Statistics

Unit 15: Statistics Lesson 3: The mean (3)

Lesson 1: The mean (1) ➜ pages 96–98

➜ pages 90–92 1. Children should draw a tower of 7 cubes in the le-

hand group and a tower of 4 cubes in the right-hand
1. a) Children should draw 3 bars each 5 squares high. group.
b) Children should draw 4 rows of 5 counters. 2. Emma has 1 pet.
2. The mean number of marbles = 4. 3. The fourth group collected £2·50.
3. Children should match groups A and D, and B and C. 4. a) 2
4. a) 25 cm b) 250 ml c) 251 kg b) Answer will vary but the sum of both missing
numbers must be 4·5; for example: 0 and 4·5;
5. Circled: Group A. 2 and 2·5.
6. a) 5. Answer will vary but the total water added in Jugs B
100 150 200
and E must be 550 ml; for example: B = 350 ml and E
b) = 200 ml; B = 150 ml and E = 400 ml
2,000 3,000 4,000
c) 6. 6 and 4; 2 and 8
198 200 202 Answers will vary but must have a total of 15; for
d) example: 5, 5, 5; 3, 5, 7; 1, 5, 9; 1, 3, 11
0 3.5 7 Answers will vary but are limited to 0 and 10 or 1 and 11
Each time the mean is the same as the number half- as the greatest / least; for example: 0, 2, 4, 10; 0, 3, 3, 10;
way between the two given numbers. 1, 2, 2, 11; 1, 1, 3, 11
Answers will vary; for example: 2·5, 3·5, 4·5, 5·5.
Reflect
Reflect
Answers will vary; for example: add together and divide
by 3 or take one off the 6 and add it to the 4. Many variations. Look for an easy method: two cards
totalling 15, 4 cards totalling 30.

Lesson 2: The mean (2)

Lesson 4: Introducing pie
➜ pages 93–95 charts
1. a) 2 4 6 4 ➜ pages 99–101
4 4 4 4
1. More than half the children in Club C play football.
2 + 4 + 6 + 4 = 16
2. True False
16 ÷ 4 = 4
Less than half want to be a pop star. ✔
b) 1 5 6 2 The least popular job is vet. ✔
More children want to be a sportsperson than
3.5 3.5 3.5 3.5 a teacher.
✔

The mean = 3·5 3. Team A Team B Team C Team D

c) 1 2 3 4 5 3 Win 15 Win 5 Win 10 Win 15
Lose 10 Lose 10 Lose 10 Lose 0
3 3 3 3 3 3
Draw 5 Draw 15 Draw 10 Draw 15
The mean = 3
2. The mean capacity = 1·25 l
draw win
3. The Brown family has the greater mean weekly spend. win draw win
win draw
draw
lose lose
4. The mean length = 1·6 m lose

5. First: Lexi Second: Bella Third: Amelia

Reflect
Answers will vary; for example: To find the mean of a set
of numbers, you add the numbers then divide by the
amount of numbers.

© Pearson Education 2018 1

 Year 6 Practice Book 6C Unit 15: Statistics

4. Key
Lesson 6: Fractions and pie
Maths charts (1)
English
➜ pages 105–107
Science
1. The horse spends 16 of the day sleeping.
5. Answers will vary; for example:
The cat spends 12 of the day sleeping.
Questions to be answered using a pie chart: questions
relating to most/least; fractions or percentages etc. The boy spends 23 of the day awake.
Questions to be answered using a bar chart: questions The cat sleeps most in a day and sleeps for 12 hours.
relating to most/least popular, how many, how many 5
2. Jamilla = 16 6
, Isla = 16 = 38 , Aki = 16
4
= 14 , Bella = 16
1
more, totals etc.
3. Amelia is correct. The Tigers have lost 14 of 48 = 12;
The Bears have lost 12 of 20 = 10.
Reflect
4. 21 people 45 people 12 people did not 1
chose red
chose red chose black choose yellow 3

Answers will vary; for example: pie charts are better for
an overall view of the data and for proportions of the
Group A Group B Group C
whole (fraction/percentages); bar charts are better for (24 people ) (30 people ) (180 people )
showing specific amounts for the individual categories black black
yellow
and for comparing numerically. yellow
black

yellow

Lesson 5: Reading and red

red red

interpreting pie charts 5. a) Answers will vary but should be close to the
3
following and total 1: cat food = 20 , dog food = 25
➜ pages 102–105 9
and bird seed = 20 .
b) Answers will depend on the children’s fractions in
1. a) Children should colour 5 sections for banana, 1 for part a) but should be approximately: cat food =
kiwi and 4 for strawberry. £45, dog food = £120 and bird seed = £135.
b) Children should colour 1 section for orange, 1 for
lemon and 3 for chocolate.
Reflect
c) Children should colour 1 section for rabbits and
3 for cats.
Answers will vary; look for children mentioning twelhs,
2. a) The best team has 4 more points than the worst quarters and two-thirds.
team.
b) 5 possible answers: 5 wins and 1 draw; 4 wins and
4 draws; 3 wins and 7 draws; 2 wins and 10 draws; Lesson 7: Fractions and pie
1 win and 13 draws.
charts (2)
3. Children should shade the pie chart to show 2
sections each for ‘once a week’ and ‘sometimes’, 1·5 ➜ pages 108–110
sections for ‘every day’ and 2·5 sections for ‘never’.
4. Shading to show 6 sections for boys and 4 sections for 1. Type of tree Number seen
girls.
birch 16

oak 12
Reflect
pine 4

fir 8
Answers will vary; Children should mention dividing the
total by the number of sections. Total 40

2. a) 60 birds were sighted altogether.

b) 15 blackbirds were sighted.
3. Bella threw more than 70 times. False
Max threw fewer beanbags than Bella. True
Bella scored 3 more bullseyes than Max. False
5
4. 12
like curry.
288 children like pizza and curry.
1
5. a) 14 is mango.
b) 50 ml more pineapple is needed.

© Pearson Education 2018 2

 Year 6 Practice Book 6C Unit 15: Statistics

Reflect Lesson 10: Constructing line

graphs
Answers will vary.
➜ pages 117–119

Lesson 8: Percentages and pie 1.

charts 140

130
➜ pages 111–113
120
1. 25%; 16%; 30%
2. Bella = 15 votes; Zac = 21 votes; Isla = 12 votes; 110
Reena = 12 votes
100
3. 24 more people shop online than in second-hand
shops. 90
4. Both teams were 60% successful.
80
5. There are 30 more birch trees in Lanhay Forest than in

Inches
Hetiddy Woods. 70

Reflect 60

Children’s pie charts should show 14 (= 25%), 10% ( 10

1
) and 50
3 1
15% ( 20 ) with the remainder 2 or 50%.
40

Lesson 9: Interpreting line 30

graphs 20

➜ pages 114–116 10

1. a) 2:30 = 15 °C 5 pm = –3 °C
0 2 4 6 8 10
b) It decreases by 24·5 °C. Feet
c) 4:45–4:48 pm
d) (Approximately) –5·75 °C 1 foot = 12 inches
2. 1995: answers from 65,000–74,000 10 feet = 120 inches
2005: answers from 200,150–200,250 3 12 feet = 42 inches
3. a) 110 km 5 14 feet = 63 inches
b) The cyclist slowed to climb a steep hill between
30 inches = 2 12 feet
30 minutes and 90 minutes.
The cyclist rested for 10 minutes aer 120 minutes 100 inches = 8 13 feet
of racing. 2.
5,000
Aer 102–105 minutes the cyclist had completed
half the distance. 4,000
Population

The cyclist raced most quickly between 130 3,000

minutes and 160 minutes.
2,000
4. a) 13 1,000
b) Answers approximately 30% +/– 3%
0
c) Answers approximately 60% +/– 3% 1970 1980 1990 2000 2010 2020
Year

Reflect Predictions for the population in 2020 should

be accurately read off the children’s graph.
Answers will vary. Children should mention the scales Approximately 4,000–5,000.
on the axes and how to read in between the marked
intervals.

© Pearson Education 2018 3

 Year 6 Practice Book 6C Unit 15: Statistics

3.
Height (metres) Power play
30
20 Children should play the game and then adapt it.
10 Answers will vary.
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Time (seconds)

Predictions for when the firework will land should

be accurately read off the children’s graph.
Approximately 11–12 seconds.
4.
1100
1000
900
800
700
Pints

600
500
400
300
200
100
0
100 200 300 400 500
Litres

Answers close to:

Pints 100 85 25 5.5

Litres 176 150 44 10

Reflect
Answers will vary. Children should mention deciding
the scales on the axes and the fact that it would be a
straight line.

End of unit check

➜ pages 120–122

My journal

1. There is room for 1–1 on the scale but some children

may labels in 2s. $19 at this rate = approximately
£12·50, exactly £12·67.
2. Answers will vary; for example:
Pie chart: to compare quickly each part to the whole,
using fraction or percentages, to tell quickly the most/
least popular, etc.
Tally chart: to work out exact figures. They are usually
then used to draw other graphs.
Line graph: to show a trend in time or temperature,
to convert between units, to show a relationship
between two things, etc.
Bar chart: to compare amounts and find total and
differences easily.

© Pearson Education 2018 4