Year 4 Practice Book 4C Unit 11: Decimals (2)

Unit 11: Decimals (2) Lesson 2: Writing decimals

Lesson 1: Making a whole ➜ pages 9–11

➜ pages 6–8 1. a) 6·8 c) 10·5

b) 7·09 d) 0·04
1. a) 0·2 + 0·8 = 1 c) 0·48 + 0·52 = 1 2. Missing section in model: 0·4
b) 0·9 + 0·1 = 1 d) 0·07 + 0·93 = 1 3·49 = 3 ones + 4 tenths + 9 hundredths
2. a) 0·61 b) 0·87 3. Image A does not represent 0·12.
3. a) 0·3 + 0·7 = 1; missing part is seven 0·1 counters 4. Missing elements in table completed:
b) 0·1 + 0·5 + 0·4 = 1; missing part is five 0·1 counters a) 7·21
c) Different answers possible but two missing b) 2 tens + 9 ones + 3 tenths + 4 hundredths 29·34
numbers must total 0·8; for example: 0·1 + 0·2 + 0·7; c) 1 hundred + 5 ones + 6 tenths 105·6
missing parts to show numbers chosen (using 0·1 d) 17·01
counters) e) 0·53
4. a) 0·4 c) 0·68 f) 0·53
b) 0·16 d) 0·91 Children should notice that e) and f) are both
0·53; this is because 1 tenth equals 10 hundredths
5. a) 0·23 + 0·77 = 1 and so 5 tenths are equal to 50 hundredths, i.e.
b) 1 = 0·11 + 0·89 0·53 = 5 tenths and 3 hundredths = 53 hundredths.
c) Different answers possible but two missing digits
must total 10; for example: 5. Mo = 4·27, Emma = 4·24, Danny = 8·24 (assuming that
1 – 0·61 = 0·39 each number is chosen by only one child)
d) Different answers possible but two missing digits 6. Zac = 54·6, Ambika = 3·77, Luis = 53·96
must total 9; for example:
0·86 = 1 – 0·14 Reflect
6. a) Different arrangements are possible but 0·3 must
be in the centre; 0·5 and 0·2 complete a row/ Lee is not correct; the number is 30·47 which is not a
column; 0·6 and 0·1 complete a column/row; for 3-digit number. The number contains 4 digits, even
example: though one of the digits is a zero.
0.6

0.5 0.3 0.2

Lesson 3: Comparing decimals
0.1 ➜ pages 12–14
b) Different arrangements are possible but 0·48 must
be centre number; 0·2 and 0·32 complete a row/ 1. a) Circled: 9·9 9·5 < 9·9
column; 0·23 and 0·29 complete a column/row; for b) Circled: 8·31 8·13 < 8·31
example: c) Circled: 20·06 20·06 > 20·05
0.23 d) Circled: 100·52 100·25 < 100·52
2. Richard needs to consider the position of the counters
0.32 0.48 0.2
in the place value grid, not the number of counters
0.29
overall. Both numbers have 3 ones, but 3·21 has
2 tenths whereas 3·07 has 0 tenths. So, 3·21 is bigger
than 3·07 (3·21 > 3·07).
Reflect 3. 0·23 < 0·32
Possible calculations: 0·1 + 0·9 = 1, 0·2 + 0·8 = 1, 4. a) 4·56 < 4·72
0·3 + 0·7 = 1 … 0·9 + 0·1 = 1 (some children may include b) 12·9 < 18·7
0 + 1 = 1 and 1 + 0 = 1) c) 9·45 > 9·05
Using number bonds to 10 and dividing each number by d) 3·18 > 3·12
10 would give these calculations. e) 26·39 < 27·49
f) 120·26 = 120·26
g) 3 tenths + 5 hundredths < 5 tenths + 4 hundredths

© Pearson Education 2018 1

 Year 4 Practice Book 4C Unit 11: Decimals (2)

5. a) Different answers possible: Lesson 5: Rounding decimals

6·04, 6·14, 6·24, 6·34. 6·44, 6·54, 6·64
b) Different answers possible; for example: ➜ pages 18–20
2·03 < 2·34, 2·13 < 2·35, 2·23 < 2·36,
2·33 < 2·37 … 1. a) 2·7 is between 2 and 3.
c) Different answers possible but whole number part 2·7 rounded to the nearest whole number is 3.
of each number must be 19; for example: b) 10·3 is between 10 and 11.
19·25 < 19·31, 19·35 < 19·42, 19·45 < 19·53 … 10·3 rounded to the nearest whole number is 10.
6. Different answers possible: c) 28·3 is between 28 and 29.
29·93, 29·94, 29·95, 29·96, 29·97, 29·98, 29·99, 30·00, 28·3 rounded to the nearest whole number is 28.
30·01, 30·02 2. a) 9·6 rounded to the nearest whole number is 10.
b) 20·8 rounded to the nearest whole number is 21.
Reflect 3. a) 5 e) 50
b) 13 f) 150
Isla should start with the tens. c) 65 g) 400
Then she should look at the ones. d) 0 h) 90
Then she should look at the tenths and then the 4. Mo’s number cannot be 55·5 since this will be 56 when
hundredths. rounded to the nearest whole number.
5. a) 4·9 rounded to the nearest whole number is 5.
b) 8·5 rounded to the nearest whole number is 9.
Lesson 4: Ordering decimals c) Possible missing digit: 1, 2, 3 or 4 (or 0)
d) Possible answers: 22·5, 22·6, 22·7, 22·8, 22·9, 23·0,
➜ pages 15–17 23·1, 23·2, 23·3 or 23·4
6. Possible answers: 80·3 or 80·4
1. 6·7, 7·2, 7·9
2. a) 10·97 (bottom le)
Reflect
b) 10·97 > 10·79 > 10·09 > 10·07
3. a) 7·42, 27·24, 27·48, 72·45 Look at the tenths to see whether to round down to the
b) 5·94, 5·49, 4·59, 4·53 nearest whole number or to round up. If there are 4 or
4. List D is not in ascending order. less tenths round down and if there are 5 or more tenths
round up. There are 6 tenths in 43·6 and since this is 5 or
5. Aki is incorrect; the numbers are ordered biggest to more tenths then 43·6 is rounded up to 44.
smallest not smallest to biggest.
6. a) Name Time
(in seconds) Lesson 6: Halves and quarters
Andy 27.79
➜ pages 21–23
Mo 28.02

Lee 28.24 1. a) 0·25 = 14 (or an equivalent fraction; for example: 100

25
)
1 50
Danny 28.42 b) 0·50 = 2 (or an equivalent fraction; for example: 100 )
Ebo 29.53
2. a) 75 squares shaded
b) 34 = 0·75
b) Andy was the fastest.
3. a) 14 = 0·25 c) 34 = 0·75
c) Ebo was the slowest.
b) 24 = 0·5 d) 12 = 0·5
7. Different answers possible; for example:
4·01, 4·19, 5·01, 5·02, 5·12 (check that numbers are in 4. a) 1 square shaded
ascending order) b) 12 squares shaded
c) 6 squares shaded
Reflect 5. Bella is correct; 0·5 is equivalent to 12 and so Zac and
Emma have the same number of apples (6 each).
0·62 and 0·65 both have 6 tenths but 0·62 has 6. 0·25 is equivalent to 14 . 14 = 6 counters. Thus, the total
2 hundredths whereas 0·65 has 5 hundredths, so 0·65 is number of counters is 6 × 4 = 24. Hence there are
bigger than 0·62. 0·71 has 7 tenths which is more than 24 – 6 = 18 grey counters.
6 tenths, so 0·71 is bigger than both 0·62 and 0·65. Thus Lee has 18 grey counters.
0·62 < 0·65 < 0·71.

© Pearson Education 2018 2

 Year 4 Practice Book 4C Unit 11: Decimals (2)

Reflect Power puzzle

Grid should show 75 squares shaded which are Container

Number of litres
75 the container holds
75 hundredths ( 100 ), which is equal to 0·75.
glass 0.2 l
jug 1l
Lesson 7: Problem solving − bucket 7l

decimals barrel 140 l

paddling pool 1,120 l
➜ pages 24–26
It would take 5,600 glasses to fill the paddling pool.
1. 1 kg = 1,000 g
3 kg = 3,000 g
8,600 g = 8 kg and 600 g
5,300 g = 5 kg and 300 g
2. 2 kg 200 g 2 kg 200 g 2g
3. Circled:
a) 1,000 ml c) 8 litres
b) 1 l 500 ml d) 2,030 ml
4. 3 children are tall enough to go on the ride.
5. The width of the football field is 300 metres.
6. a) 500 m
b) 6 km and 300 m
c) 5,700 m
d) 3,500 m
e) 3,050 m
7. a) 800 ml
b) 2,950 g
c) 1 kg and 700 g
8. 102 millilitres < 450 ml < 12 a litre (500 ml) < 0·25 of 4
litres (1,000 ml) < 1 l 200 ml (1,200 ml)

Reflect
Explanations will vary but children should recognise that
you need to multiply by 1,000 since 1 litre = 1,000 ml,
1 kg = 1,000 g and 1 km = 1,000 m.

End of unit check

➜ pages 27–28

My journal

Same: All numbers are decimals and contain the digits

2 and 7. 7·2 and 7·20 have the same value.
Different: The values of the digits are different for the
cards 7·20 and 0·27.

© Pearson Education 2018 3

 Year 4 Practice Book 4C Unit 12: Money

Unit 12: Money c) Two possible combinations:

£1, 2p and 1p
£1, 1p, 1p and 1p
Lesson 1: Pounds and pence
5. Aki is incorrect; he has £4·30, and he has counted
➜ pages 29–31 the coins correctly but written the money notation
incorrectly. When writing an amount of money in
1. a) 159 pence b) 254 pence c) 109 pence pounds and using the decimal point, you should
always have two digits aer the decimal point. So,
2. a) 2 pounds 76 pence there needs to be a zero aer the 3 in this case, i.e.
b) 4 pounds 25 pence £4·3 should be written as £4·30.
c) 7 pounds 8 pence
6. a)
3. Notes/coins circled: 3 3 73 9 90
a) £5, £2, £1, 50p, 20p and 2p 10 of £1 100 of £1 100 of £1 10 of £1 100 of £1

b) £10, £2, 10p, 5p, 2p and 1p 30p 3p 73p 90p 90p

4. Missing amounts: b) Amal gets £0·40 change.

a) 78p c) 195p
b) £3 and 67p d) 1,095p
Reflect
5. a) £1·97 b) £4·06 c) £2·40
6. a) £2·58 f) 895p Answers will vary; for example:
b) £3·70 g) 209p Same: Both amounts are made using the digits 1, 3
c) £4·08 h) 290p and 0. Both amounts have 1 pound.
d) £12·57 i) 1,115p
e) 118p j) 900p Different: The amounts have different values for the
pence since the 0 and 3 are in different places, so the
7. Box A = £3 Box C = £3·10 first amount is £1 and 30 pence whereas the second
Box B = £30 Box D = £29 amount is £1 and 3 pence.

Reflect
Lesson 3: Ordering amounts of
£3·18; £3 and 18 pence; 318p money

Lesson 2: Pounds, tenths and ➜ pages 35–37

hundredths 1. a) Circled: yo-yo

Explanations may vary; for example:
➜ pages 32–34 It is the only item with 0 pounds so must be the
least expensive.
1. a) 27p = £0·27 b) Circled: headphones
b) 98p = £0·98 Explanations may vary; for example:
Different methods possible; some may count the I converted all the prices to pence and then
number of squares with coins in, possibly counting compared.
in 10s. Another way is to subtract the empty squares 2. Circled: crocodile toy bucket and spade eraser
from 100, i.e. 100 – 2 = 98.
3. a) 72p > 50p £2 < £8
2. a) 40p = £0·40 b) 90p = £0·90
72p < 500p £2 = 200p
3. a) £0·72 b) £2·40 c) £2·04
72p > 5p £2 < £2·05
4. Coins circled: 72p < £5 £2 > 195p
a) Four possible combinations: b) Seven pounds eighty pence > £7·09
20p, 5p and 2p
£5·99 < six pounds
20p, 5p, 1p and 1p
10p, 10p, 5p and 2p 4. a) £0·25 £2·05 255 pence £5·25
10p, 10p, 5p, 1p and 1p b) £0·84 408 pence 4 pounds eighty pence £8·04
b) Four possible combinations: £8·40
£1, 20p and 10p 5. a) eight pounds ninety pence £0·99 98 pence
£1, 20p, 5p, 2p, 1p, 1p and 1p £0·89
£1, 10p, 10p and 10p b) 11 pounds £1·11 110 pence 1 pound 1 pence
£1, 10p, 10p, 5p, 2p, 1p, 1p and 1p £0·01

© Pearson Education 2018 1

 Year 4 Practice Book 4C Unit 12: Money

6. Missing digits: Lesson 5: Using rounding to

a) 5 or 6 c) 5 or 6
b) 8 or 9 d) 5, 6, 8 or 9 estimate money
7. Isla ➜ £3·50
➜ pages 41–43
Amelia ➜ £5·30
Richard ➜ 385 pence
1. a) £1·56 rounded to the nearest £1 is £2.
Max ➜ 5 pounds and 3 pence
£4·12 rounded to the nearest £1 is £4.
£2 + £4 = £6
Reflect An estimate of the total cost is £6.
b) £1·56 rounded to the nearest 10p is £1·60.
Isla is incorrect; to make a comparison she needs to use £4·12 rounded to the nearest 10p is £4·10.
the same units of either pounds or pence. 3 pounds = £1 + £4 = £5
300 pence. 60p + 10p = 70p
257 < 300 So £5 + 70p = £5·70
An estimate of the total cost is £5·70.
c) The estimate of £5·70 is more accurate because
Lesson 4: Rounding money rounding to the nearest 10p is closer to the original
amount.
➜ pages 38–40 2. Sugar = 70p; coffee = £3·60
An estimate of the total cost is £4·30.
1. a) £2
3. Cake = £2; water = £1; rucksack = £4. Total cost is £7.
b) £3
Max has an over estimate, since all prices have been
c) £10
rounded up.
d) Number line marked from £12 to £13
£12·70 rounded to the nearest pound is £13. 4. £7·49
2. a) £2·40 b) £0·80 5. To the nearest £1,000 the car costs £8,000. Sofia has
savings of about £2,000.
3. Price rounded to Price rounded to
Item
the nearest £1 the nearest 10p £8,000 − £2,000 = £6,000
I estimate Sofia needs to save £6,000.
Hat £1.95 £2 £2 (or £2.00)
6. Explanations will vary; for example:
Shoes £8.24 £8 £8.20
When rounding to the nearest pound, each of these
Shorts £3.50 £4 £3.50 items is rounded down. So, Lexi’s estimate of £19 for
the total cost is an underestimate and the actual total
4. Circled: ball and towel will be more than this. This means that the actual cost
5. Answers will vary; accept any answer between £2·45 could be over £20, which would mean Lexi would not
and £2·54. have enough money.
6. Yes, if the price of the baseball caps was in the range
£4·45 to £4·49. Reflect
Suggestions may vary; for example:
Reflect
An advantage with rounding to the nearest pound is that
To round to the nearest £1, look at the digit in the ten it is easy to add the amounts since it involves adding
pence position (tenths in terms of place value); the 8 whole numbers.
represents 80p and this is closer to 100p than 0p, so the A disadvantage is that it is not as accurate as rounding
amount should be rounded up to the next pound. £3·89 to the nearest 10 pence and could produce an under
therefore rounds up to £4 when rounded to the nearest estimate.
pound.
To round to the nearest 10p, look at the digit in the one
pence position (hundredths in terms of place value); the
9 represents 9 pence, and this is closer to 10p than 0p,
the amount should be rounded up to the next ten pence.
£3·89 therefore rounds up to £3·90 when rounded to the
nearest 10p.

© Pearson Education 2018 2

 Year 4 Practice Book 4C Unit 12: Money

Lesson 6: Problem solving – b) 1 ruler costs £0·43.

(This is the same calculation as a) but with the price
pounds and pence written in pounds rather than pence.)
5. a) £0·92 b) £1·38
➜ pages 44–46
1
6. of £9·72 = £3·24
3
1. a) £4·55 2
= 2 × £3·24 = £6·48
3
b) £5 and 37p 2
of £9·72 = £6·48
3
c) £5 + £4 = £9
55p + 37p = 92p 7. Assuming that burgers and buns can be bought
£9 and 92p = £9·92 individually:
Max and Olivia have £9·92 in total. 3 burgers costs £4·62, so 12 cost £4·62 × 4 = £18·48
2. £2·45 = £2 and 45p 1 bread bun costs £1·20 ÷ 5 = £0·24, so 12 cost
£1·59 = £1 and 59p £0·24 × 12 = £2·88
£2·45 + £1·59 = £3 and 104p = £3 + £1 + 4p = £4·04 £18·48 + £2·88 = £21·36
Jamilla spends £4·04 in total.
The total cost is £21·36.
3. a) £32·56 b) £5·67
4. £2·15 Reflect
5. £3·65
Answers will vary; the easiest way is to round one book
6. £13·35 + £7·40 = £20·75
up to £8 and find the approximate cost of 8.
£25 – £20·75 = £4·25
The minimum number of coins Lexi will get in her £8 × 8 = £64
change is 4 (£2 + £2 + 20p + 5p). The price of each book has been rounded up by 1p
for each book, so this cost is 1p × 8 = 8p over.
Reflect £64·00 − £0·08 = £63·92

Methods may vary.

£2·55 + 70p + £1·68 = £4·93
Lesson 8: Solving two-step
Richard spends £4·93 so he will get £0·07 or 7p change if problems
he pays with a £5 note.
➜ pages 50–52

Lesson 7: Problem solving – 1. a) 4 × 17p = 68p 4 × 23p = 92p

68p + 92p = 160p = £1·60
multiplication and division The total cost is £1·60.
b) 23p + 17p = 40p
➜ pages 47–49 4 × 40p = 160p = £1·60
The total cost is £1·60.
1. 3 × £1 = £3 3 × 26p = 78p c) The method used in part b) is more efficient. This is
£3 and 78p = £3·78 because when you add the price of one lemon and
3 glasses of milk cost £3·78. one pepper the answer is a multiple of 10 so it is
2. a) 4 8 easy to multiply.
× 7
2. 3 × 80p = £2·40
3 3 6
5 £2·40 + 0·45 = £2·85
48p × 7 = 336p Tom spends £2·85.
336p = £3·36 3. Yes. Explanations may vary; for example:
b) 9 2 Each pen costs less than 50p. The ruler and the
× 5 paperclip each cost less than 40p. So, the items
4 6 0 altogether will cost less than 50p + 50p + 40p+ 40p,
1
which is £1·80.
5 × 92 = 460p Others answers could involve adding exact amounts:
460p = £4·60 0·35 + 0·96 + 0·32 = £1·63
3. a) £3·18 × 6 = £19·08 4. Carrots = 32p each onions = 18p each
b) 5 × £7·49 = £37·45 32p = 18p = 50p
4. a) 160p ÷ 4 = 40p 12p ÷ 4 = 3p The total cost of buying a carrot and an onion is 50p.
40p + 3p = 43p 5. The football costs £7. (The toy train costs £11.)
A scone costs 43p.

© Pearson Education 2018 3

 Year 4 Practice Book 4C Unit 12: Money

3. A pair of speakers cost £51.

Reflect A pair of headphones costs £17.
A camera costs £87.
Answers will vary depending on children’s previous
headphones (£17) < toaster (£24) < kettle (£48)
experience and levels of confidence.
< speakers (£51) < radio (£85) < camera (£87)
< laptop (£425)
Lesson 9: Problem solving −
money
➜ pages 53–55

1. 5 × 84p = 420p = £4·20

Andy gets £0·80 change.
2. a) If the bars of chocolate cost £1 each he would pay
£8 for 8 bars and get £2 change. Since Max received
more than £2 change the bars of chocolate must
cost less than £1 each.
b) £10 = 1,000p, £3·52 = 352p
1,000p – 35p2 = 648p
648p ÷ 8 = 81p
A bar of chocolate costs £0·81.
3. It is cheaper to pay for 6 throws at £1·20 because this
costs 20p for each throw compared with 25p a throw
when paid for individually.
4. Power Cabs: £3 + (8 × £0·40) = £3 + £3·20 = £6·40
A1 Cars: 9 × £0·70 = £6·30
The least expensive taxi company for Sofia is A1 Cars.
5. £2·67 + £5·75 = £8·42
6. No, Amelia is not correct.
Buying individual buns is 4 × £0·60 = £2·40, but you
get 1 free so the cost is £2·40 for 5, compared with the
pack of 5 at £2·50.

Reflect
Answers will vary. 4 bread rolls at 55p each = 4 × £0·55 =
£2·20, so the price children suggests for 4 rolls must be
less than £2·20.

End of unit check

➜ pages 56–57

My journal

Ebo will need to convert the amounts to pence

(£1·34 = 134p). He can then add 134 + 72 = 206p = £2·06.

Power puzzle

1. A toaster costs £24.

A kettle costs £48.
2. The radio costs £85.

© Pearson Education 2018 4

 Year 4 Practice Book 4C Unit 13: Time

Unit 13: Time Lesson 2: Units of time (2)

Lesson 1: Units of time (1) ➜ pages 61–63

➜ pages 58–60 1. a) 21 days

1. a) 1 minute 45 seconds 7 days 7 days 7 days

21 ÷ 7 days = 3 weeks
1 minute 45 seconds
The orange juice should be used within 3 weeks.
60 seconds 45 seconds b) 3 weeks and 5 days

1 week 1 week 1 week 5 days

60 seconds + 45 seconds = 105 seconds

7 days 7 days 7 days 5 days
b) 3 hours 12 minutes

3 × 7 days + 5 days = 26 days

1 hour 1 hour 1 hour 12 mins
60 minute 60 minute 60 minute 12 mins The parcel should be delivered in 26 days.
c) 36 months
3 × 60 minutes = 180 minutes
12 months 12 months 12 months
180 minutes + 12 minutes = 192 minutes 1 year 1 year 1 year
c) 157 seconds
3 years

1 minute 1 minute 37 secs The toy is suitable for children over 3 years old.
60 seconds 60 seconds 37 secs 2. Lines drawn to match
4 years ➜ 48 months
2 minutes 37 seconds 12 weeks ➜ 84 days
2 years ➜ 730 days
2. 1 × 6 = 6 1 × 60 = 60 1 hour = 60 minutes
6 weeks 6 days ➜ 48 days
2 × 6 = 12 2 × 60 = 120 2 hours = 120 minutes
7 months ➜ about 30 weeks
3 × 6 = 18 3 × 60 = 180 3 hours = 180 minutes
4 × 6 = 24 4 × 60 = 240 4 hours = 240 minutes 3. Lee has calculated 53 × 7 = 371. This would tell you
10 × 6 = 60 10 × 60 = 600 10 hours = 600 minutes the number of days in 53 weeks.
To find the number of weeks in 53 days, Lee should
3. a) Completed in Practice Book
have calculated 53 ÷ 7 to get the answer 7 weeks and
b) 1 hour and 35 minutes
4 days.
c) 2 hours and 25 minutes
4. a) 5 weeks + 13 days = 6 weeks 6 days
4. Ella’s dad finished the marathon 130 minutes aer
b) 38 months – 2 years = 14 months
the winner.
5. Explanations completed:
5. 3,600 drops will be in the bowl aer 1 hour (60 × 60).
months in a number of years, multiply by 12.
years in a number of months, divide by 12.
Reflect days in a number of weeks, multiply by 7.
weeks in a number of days, divide by 7.
Different methods are possible; for example:
6. Answers will vary; for example:
There are 60 minutes in 1 hour. 9 years, 11 weeks and 4 days
152 – 60 = 92 9 × 365 + 2 extra days in leap years = 3,287
92 – 60 = 32 11 × 7 = 77
So, there are 2 hours and 32 minutes in 152 minutes. 3,287 + 77 + 4 = 3,368
I am 3,368 days old.

Reflect
Explanations may vary; for example:
I can find the answer by dividing 20 by 12 and writing
the remainder as months.
20 ÷ 12 = 1 r 8, so 20 months is 1 year and 8 months.

© Pearson Education 2018 1

 Year 4 Practice Book 4C Unit 13: Time

Lesson 3: Converting times (1) 5. Order of answers will vary:

➜ pages 64–66 3:56 pm 5:36 pm

1. a) 1:31 am c) 3:53 pm

b) 2:42 pm d) 4:04 am
6:35 pm 6:53 pm

2. The correct digital time is 10:58.

Emma has mistakenly read the number each hand is
closest to.
Max has correctly read the minutes as 58 but Reflect
incorrectly read the hours as 11 because the hour
hand is almost at 11. Explanations will vary; for example:

3. a) To convert from analogue into digital, I would look at

the hour (short) hand to identify the hour it is pointing
at or has just gone past. I would write this hour before

2:I2 am
the colon. Then I would look at the minute (long) hand
and work out how many minutes it is aer the hour by
counting how many small intervals the minute hand has
turned through (clockwise) since passing the 12. I would
b) write this aer the colon (using two digits; for example:
writing 02 for 2 minutes). If the time is the morning, I
would write ‘am’ aer the time and if it is the aernoon I

I2:45 pm
would write ‘pm’.

Lesson 4: Converting times (2)

c)
➜ pages 67–69

6:I7 pm
1. a)

0I:05
4. In the digital time, the 9 represents 9 hours because
quarter to 10 is the same as 9:45.
In the analogue time, the minute hand pointing to the b)
9 represents 45 minutes past the hour, or a quarter to
the next hour.

I9:00

© Pearson Education 2018 2

 Year 4 Practice Book 4C Unit 13: Time

c) To convert a 12-hour pm time to 24-hour:

If the hour is 12, leave as is; if the hour is 1 to 11, add 12.

23:4I
To convert a 24-hour time to 12-hour:
If the hour is 00, replace with 12 and write ‘am’ aer the
time; if the hour is 01 to 09, remove the 0 and write ‘am’;
if the hour is 10 or 11, write ‘am’; if the hour is 12, write
‘pm’; if the hour is 13 to 23, subtract 12 and write ‘pm’.
d)

Lesson 5: Problem solving –

08:28 units of time
➜ pages 70–72
e)
1. a) Team A was the first to complete Stage I. It took 9
days.
00:02 b) It took 3 weeks and 2 days altogether for Team B to
complete Stages 1 and 2.
c) Team A took 49 days.
Team B took 51 days.
2. a) 00:00 c) 20:16 Team A reached the summit 2 days before Team B.
2. 1 minute 40 seconds
3 minutes 50 seconds
7 minutes 20 seconds
1 hour 15 minutes
3 hours 32 minutes
3.
b) 13:42 d: 09:51
I4:40
4. Dan (21 months) > Ben (22 months)) > Abdul
(24 months)) > Cerys (25 months)
3. a) 03:42 5. The bus le the station at 12:27.
24-hour time is written using 4 digits so you need
to put a zero before the 3. Reflect
b) 15:42
No need for the pm aer a 24-hour time. Explanations may vary; for example:
4. Max’s watch will show 15:47. Divide 108 by 12 to get 9 years.
5. Many answers are possible; for example:
05:12 5:12 am
10:07 10:07 am End of unit check
13:04 1:04 pm
14:30 2:30 pm ➜ pages 73–74

Reflect My journal
Explanations will vary. Children should recognise that Answers will vary, but children should work out that 100
24-hour times have 4 digits and 12-hour times need to months is 8 years and 4 months, or convert their ages
specify whether they are ‘am’ or ‘pm’; for example: from years to months and compare.
To convert a 12-hour am time to 24-hour:
If the hour is 12, replace with 00; if the hour is 1 to 9,
write a 0 in front; if the hour is 10 or 11, leave as is.

© Pearson Education 2018 3

 Year 4 Practice Book 4C Unit 13: Time

Power puzzle

06:56 = 6:56 am
3 hours 46 minutes = 226 minutes
60 months = 5 years
clock showing 4 minutes to 6 = 17:56
8 weeks 4 days = 60 days
4 years 11 months = 59 months
clock showing 10 past 1 = 13:10
Odd one out is 01:02.

© Pearson Education 2018 4

 Year 4 Practice Book 4C Unit 14: Statistics

Unit 14: Statistics Reflect

Lesson 1: Charts and tables (1) Children may give different answers but should be able
to give reasons; for example:
➜ pages 75–77
Pictograms are the best way to display data because it is
easy to count the pictures.
1 a) Each icon represents 8. Each half icon represents 4.
8 + 8 + 4 = 20 Bar charts are the best way to display data because you
Kieron has 20 jigsaw piece cards. can read the data using the scale on the axis.
b) Each quarter icon represents 2.
Kieron has 34 normal cards.
c) Amy has 25 shiny cards. Lesson 2: Charts and tables (2)
2. Evie read 20 fiction books.
➜ pages 78–80
Gracie read 8 non-fiction books.
Otis read 3 poetry books.
1. a) 21 + 14 = 35
Gracie read 37 books in total.
Alice won 35 marbles in December and May.
3. Number of books read b) Otis won 18 marbles in May.
Otis
Alice won 14 marbles in May.
Evie 18 – 14 = 4
Gracie Otis won 4 more marbles in May than Alice.
c) The children won 70 marbles in May.
4. Milo: 2,500
Grace: 3,500 2. Number of visitors

5,000 History Science

Total
Museum Museum
4,500
Saturday 625 800 1,425
4,000
3,500 Sunday 745 725 1470
3,000
Monday 390 390 780
2,500
2,000 3. Number of points earned
1,500
Space Raiders Vault Explorer Climbing Road
1,000
Sarah 700 650 850
500
0 Tom 550 200 800
Milo Otis Grace Finlay
Number of points scored by Sarah
5.
Number of class points per 900
team in Year 4 800
700
Each represents 100 points.
600
500
Items
400
Earth 300
200
Air
100
0
Fire Space Raiders Vault Explorer Climbing Road

Water 4. a) 20
Total number of class points
b) Wednesday
earnt last term 130
1,600
1,400 Reflect
1,200
1,000 Answers will vary; look for children discussing both
800 pictograms and bar charts and giving reasons for which
600 graph they prefer.
400
200
0
Earth Air Fire Water

© Pearson Education 2018 1

 Year 4 Practice Book 4C Unit 14: Statistics

Lesson 3: Line graphs (1) 3. 72 m (approximately)

Explanations may vary; for example:
➜ pages 81–83 The top of the graph shows the greatest height the
ball reaches before it drops back to the ground.
1. a) 20 c) 60 4. Different answers possible; for example:
b) 55 d) 150 The temperatures in Spain are very different when
2. a) 110 comparing summer and winter temperatures, with
b) 12 pm much warmer temperatures in July compared with
December. The warmest temperature is 32 °C at
3. The shadow was the longest at 8:00 am. 12 pm in July and the coldest is 5 °C at 8 am and
It was 130 cm long. 5 pm in December. The temperatures on 1 July are
The shadow was the shortest at 12:00 pm. more than or equal to 18 °C and the temperatures on
It was 30 cm long. 1 December are less than or equal to 18 °C.
Many different answers possible; for example:
The shadow was the same length at both 9:00 am and
10:00 am.
Reflect
The shadow was the same length at both 10:15 am
Different answers are possible; for example:
and 2:30 pm.
One important thing I am going to remember when
4. No. Line graphs are used to track changes over
looking at line graph data is read the axes clearly / look
periods of time. Bar graphs are used to make
for different gradients in the line / use the data to make
comparisons between different groups. Since this
comparisons / use a ruler to read across the graph.
data is making comparisons, a bar chart is more
suitable.
5. a) Vertical axis labelled in tens from 0. Lesson 5: Problem solving −
0 written at start of horizontal axis; 60 written half-
way between 30 and 90. graphs
Time 30 minutes 60 miles 90 minutes 120 minutes 150 minutes
➜ pages 87–89
Distance 20 miles 45 miles 55 miles 55 miles 80 miles

b) The graph is level between 90 and 120 minutes 1. a) Lily and Maisie took 2,000 more steps than Tom
which means that the car was not moving, so it and Kieron.
must have been in a traffic jam at this time. b) Gracie walked 6,500 steps.
2. a) 7
Reflect b) Belfast
c) Edinburgh
Line graphs are used to track changes over a periods of 3. a) Otis walked furthest in the last 2 hours of his walk.
time, whereas bar graphs are used to make comparisons b) Explanations may vary; for example:
between different groups. In the first 2 hours he walked 5 km – 0 km = 5 km
and in the last 2 hours he walked
17 km – 11 km = 6 km.
Lesson 4: Line graphs (2) c) £72 (12 × £6)
4. Approximately 4,250 (8,500 – 4,250)
➜ pages 84–86

1. a) There was 6 mm more water in the container at Reflect

11 am.
b) It took 2 hours for the water to increase from Different questions are possible; for example:
22 mm to 32 mm. Estimate the difference between the population of
Explanations may vary; for example: Spixworth and Windermere; Which town has the largest
The graph shows the water level between 11 am and population?
12 pm as being horizontal. This means it stopped
raining for one hour and took 2 hours for the water
level to raise from 22 mm to 32 mm.
At 11 am the water level reached 22 mm and at 1 pm
it had reached 32 mm, so it took 2 hours for the water
level to increase from 22 mm to 32 mm.
2. a) Evie took 9,000 steps during the day.
b) Evie took about 1,750 steps between 12 pm and
3 pm.
c) 1 hour

© Pearson Education 2018 2

 Year 4 Practice Book 4C Unit 14: Statistics

End of unit check

➜ pages 90–92

My journal

Different answers possible; for example:

The price of the car started at more than £1 at 9 am
and reached a total of £5·50 altogether by 6 pm but
remained less than £6. The price rose more quickly
between 12 pm and 3 pm compared to between 10 am
and 12 pm.

Power puzzle

1. Height in cm on 1 January Height in cm on 1 December

140 140
130 130
120 120
110 110
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
Finlay Evie Maisie Raj Finlay Evie Maisie Raj

© Pearson Education 2018 3

 Year 4 Practice Book 4C Unit 15: Geometry – angles and 2D shapes

Unit 15: Geometry – Lesson 3: Identifying regular

and irregular shapes
angles and 2D shapes
➜ pages 99–101
Lesson 1: Identifying angles
1. a) Circled: square and equilateral triangle
➜ pages 93–95 b) Circled: all shapes except the equilateral triangle
c)
1. a) Ticked: 3rd and 5th angle
b) Ticked: 4th and 5th angles
c) Ticked: 2nd angle
2. Size and orientation of angles will vary but must be a
right angle, an acute angle and an obtuse angle.
3. The trapezium (top right corner) is in the wrong place
since it has 2 acute angles and 2 obtuse angles so
belongs in the top le cell in the diagram.
4. Angles a) and d). Angle a) is a right angle and so will red blue
fit exactly. Angle d) is acute and so will also fit. 2. Children should have drawn two different squares.
5. Tree or pond. 3. Children should have drawn one regular and one
irregular hexagon.
Reflect 4. A
5. Different solutions are possible:
Descriptions may vary; for example: Shape on top le can be joined to the shape at top
An acute angle is an angle that is less than a right angle right; the trapezium in the middle of the bottom
(or quarter turn). row can be joined to another copy of itself to make a
An obtuse angle is an angle greater than a right angle (or hexagon. Also, 6 equilateral triangles (in the middle
quarter turn) but less than a straight line (or half turn). of the top row) can be joined together to make a
A right angle is a quarter turn or 90°. hexagon.

Reflect
Lesson 2: Comparing and
ordering angles A regular shape has sides which are all the same length
and angles which are all the same size.
➜ pages 96–98

1. a) d b c a Lesson 4: Classifying triangles

b) b c a d
c) d b c a ➜ pages 102–104
2 a) A B D C E
1. a) Circled: 1st and 3rd triangles
b) The more sides a regular shape has, the bigger the
b) Circled: 2nd triangle
interior angles.
c) Circled: 1st and 4th triangles
3. Answers will vary, but ensure that angles are in
2.
ascending order and ideally include an acute angle, a
right angle and an obtuse angle.
4. Sometimes true; if the angles are less than 45°,
then adding them together will be less than 90° and
will thus make an acute angle. However, combining
2 acute angles which are both more than 45° will
make an obtuse angle.

Reflect
Acute angles are smaller than a right angle (a quarter
turn) and obtuse angles are greater than a right angles
(a quarter turn) but smaller than a straight line (half red blue yellow
turn).

© Pearson Education 2018 1

 Year 4 Practice Book 4C Unit 15: Geometry – angles and 2D shapes

3. Lesson 6: Deducing facts about

shapes
➜ pages 108–110

1. a) Circled: rectangle (3rd shape), triangle (4th shape)

b) Circled: parallelogram (2nd shape), rectangle (3rd
4. 2 or 3 equal sides No equal sides shape), trapezium (4th shape)
c) Circled: parallelogram (1st shape), right-angled
2 or 3 equal angles A, C
triangle (2nd shape), right-angled triangle (5th
No equal angles B, D shape)
d) Circled: trapezium (3rd shape), triangle (4th shape),
5. There are 25 isosceles triangles altogether. parallelogram (5th shape)
2. Different answers are possible including irregular
Reflect pentagons, irregular octagons, irregular dodecagons
(12-sides).
An equilateral triangle has sides of equal length and
3. It could be an equilateral triangle (all angles 60°) or a
all angles of equal size (60°). An isosceles triangle has
scalene triangle.
2 sides the same length and 2 angles equal in size.
A scalene triangle has all sides different lengths and all 4. It could be a parallelogram, a rhombus, a trapezium,
angles different sizes. A right-angled triangle has 1 angle a kite, an arrow-head or a quadrilateral with all sides
which is a right angle (90°). Right-angled triangles can be and angles different. It cannot be a square or a
isosceles or scalene. rectangle since these shapes only have right angles.
5. Headings in top row le to right:
Quadrilateral Not quadrilateral
Lesson 5: Classifying and Headings in le-hand column top to bottom:
comparing quadrilaterals Angles not all equal Angles all equal

➜ pages 105–107 Reflect

1. a) Circled: rectangle (top le), rhombus (top right), Answers will vary. Children should recognise that they
square (bottom le), trapezium (bottom right) need to consider the properties of its sides, i.e. how
b) Circled: both squares (bottom le, bottom right) many sides and whether they are equal in length and
c) Circled: all shapes except the square parallel. They should also consider the properties of its
2. Answers will vary but must include 2 squares and 4 angles, i.e. whether they are equal in size, acute/obtuse
non-square quadrilaterals (orientation will vary). or right angles.

3. Shapes matched:
Trapezium ➜ bottom shape Lesson 7: Lines of symmetry
Rhombus ➜ 3rd shape from top (a square is a special
sort of rhombus) inside a shape
Parallelogram ➜ top shape and 3rd shape from top (a
square is a special sort of parallelogram) ➜ pages 111–113
Rectangle ➜ 2nd shape from top and 3rd shape from
top (a square is a special sort of rectangle) 1. a) c)
4. Check children have drawn four different
parallelograms.

Reflect b) d)

A rhombus has 4 equal sides but can have different sized

angles. A square is a type of rhombus but with angles of
equal size (right angles or 90°).

© Pearson Education 2018 2

 Year 4 Practice Book 4C Unit 15: Geometry – angles and 2D shapes

2. (No line of symmetry) 4. ‘S’ shapes in top le corner of the pattern are the
wrong way around.

3. Shapes drawn into table:

Regular Irregular Reflect
4 or more Square
lines of Regular hexagon Answers will vary; check that patterns are symmetrical.
symmetry Regular octagon

Fewer than
4 lines of
symmetry
Equilateral triangle
Parallelogram
Rectangle Lesson 9: Completing a
symmetric figure
4. Answers will vary; for example:
➜ pages 117–119

1.

5. Answers will vary; for example:

a) Isosceles trapezium
b) Rhombus
c) Equilateral triangle
2. a)

Reflect
Answers may vary but should include that there are
infinite lines of symmetry; for example:
If you fold a circle along any line which goes through its b)
centre, the 2 halves match exactly. There are an infinite
number of such lines so a circle has infinite lines of
symmetry.

Lesson 8: Lines of symmetry

outside a shape 3.

➜ pages 114–116

1. Table completed to show:

a) Symmetric
b) Not symmetric
c) Symmetric
2. 2 lines of symmetry drawn: horizontal and vertical
lines through centre of pattern
3. 4 lines of symmetry drawn: horizontal, vertical and
diagonal lines of symmetry through the centre of
pattern

© Pearson Education 2018 3

 Year 4 Practice Book 4C Unit 15: Geometry – angles and 2D shapes

4. 3.

4. Answers will vary; for example:

5.

5. No; it is correct that you cannot have a shape with

exactly 2 lines of symmetry and an odd number of
sides. Look for children drawing different shapes
with an odd number of sides and finding the lines of
symmetry.

6. Answers will be a kite (or arrow-head); for example:

Reflect
Answers will vary; for example:
When completing a symmetric shape, it is important to
use a mirror to check the shape; count the number of
sides on one side of the line.
7. Answers will vary. Check children’s pattern is
symmetrical in both diagonal lines of symmetry.
End of unit check
Reflect
➜ pages 123–125
Answers will vary; ensure that pattern has 2 lines of
symmetry.
My journal

Lesson 10: Completing a 1.

symmetric shape
➜ pages 120–122

1. Check shapes are completed accurately to form:

a) Rectangle c) Octagon
b) Hexagon d) Triangle (isosceles)
2. 2 triangles (isosceles), 1 square and 2 (non-square)
rectangles. 2. The angles of a triangle add up to 180°. An obtuse
angle is more than 90°. If 2 of the angles in the
triangle were obtuse then they would make more
than 90° + 90° = 180, which is not possible. Any
diagrams should show this.

Power puzzle

Answers will vary. Look for children using the minimum

number of folds to make the shapes.

© Pearson Education 2018 4

 Year 4 Practice Book 4C

© Pearson Education 2018 5

 Year 4 Practice Book 4C Unit 16: Geometry – position and direction

Unit 16: Geometry – Reflect

position and direction No, Ebo is incorrect because he has the directions the
wrong way round; he needs to go 2 squares right and 4
Lesson 1: Describing position (1) squares up.

➜ pages 126–128
Lesson 3: Drawing on a grid
1. a) Cliff or hill
b) Woods ➜ pages 132–134
c) Moor
d) Cliff (accept moor or hill) 1. a) 8
2. Answers will vary; for example: 7
a) The camp is next to the cliff, close to the hill. 6
b) The cave is between the swamp and the pond, 5
close to the sea. 4
c) The pond is between the cave and the hill. 3
d) The swamp to the le of the cave. 2
e) The moor in between the woods and the cliff. 1
f) The cliff is le of the camp. 0
0 1 2 3 4 5 6 7 8
3. The line would go through the woods and the moor.
b) 8
4. No; the woods are between the cave and the moor 7
but they are closer to the moor. 6
5. Answers will vary; for example: 5
The woods are one square up from the moor. 4
The cave is two squares to the right of the swamp. 3
Using a grid makes it easier to describe where the 2
places are because you can describe position using 1
squares. It is also more accurate. 0
0 1 2 3 4 5 6 7 8
Reflect 2. a) Triangle
8
Answers will vary; look for children explaining that maps 7
provide a visual image for the locations of lots of places 6
at once. Children should recognise that using squares 5
or grids means that distances can be described using 4
squares and it is easier to describe moving between the 3
places on the map. 2
1
0
Lesson 2: Describing position (2) 0 1 2 3 4 5 6 7 8
b) Pentagon
➜ pages 129–131 8
7
1. a) The statue is at (7,4). 6
b) The other fence posts are at (4,6) and (6,6). 5
c) The other rose bush is at (3,3). 4
2. (1,6), (0,6) and (0,3) 3
3. No, Jamie has the coordinates the wrong way round. 2
The gnome is at (5,3). 1
0
4. Answers might vary between (8,5), (8,4) or (8,3). 0 1 2 3 4 5 6 7 8
5. To the le of the house, in the bottom le corner. 3. a) Line 1: Horizontal line going through 3 on the
6. a) (0,6) b) (1,3) vertical axis.
Line 2: Vertical line going through 5 on the
7. (4,5) because it is not at the entrance to the shed (A),
horizontal axis.
in the middle of the patio (B) or the path (C) or in the
middle of the pond (E).

© Pearson Education 2018 1

 Year 4 Practice Book 4C Unit 16: Geometry – position and direction

b) 8 3. Answers will vary. Check children have drawn three

7 more rectangles of same size, each with a vertex at
6 (4,4)
5 4. a) (2,9), (8,9) and (8,3).
4 b) Order may vary:
3 (9,3), (9,8) and (2,8).
2 (7,3), (7,10) and (2,10).
1
0 Reflect
0 1 2 3 4 5 6 7 8
4. a) and b) Answers will vary; for example: Answers will vary but should include symmetrical
10 reasoning, understanding of the properties of shapes
9 and addition.
8
7
6 Lesson 5: Moving on a grid
5
4 ➜ pages 138–140
3
2 1. a) Pier c) Rig
b) Turbine d) Harbour
1
0 2. Start ➜ D ➜ A ➜ C ➜ B ➜ F ➜ E
0 1 2 3 4 5 6 7 8 9 10
3. a) (4,1) c) (0,0)
Coordinates: (3,2), (7,2), (8,5 12 ), (5,7 12 ), (2,5 12 )
b) (1,3) d) (2,4)
4. a) (74,126) b) (72,128)
Reflect
5. (7,6), (7,7), (12,7), (12,6)
This line will go through the 3 on the horizontal axis and
is vertical. We know this because the first number, which Reflect
we read along the horizontal axis, is always 3.
Yes, if you know the coordinates at the start and end of
a move you can tell whether you moved up or down and
Lesson 4: Reasoning on a grid le or right. Explanations will vary; for example:,
If the first number increases (from start to end), this
➜ pages 135–137
means a move to the right. If it decreases, it means
a move to the le. Likewise, if the second number
1. 7
increases (from start to end), this means a move upwards
6
and. If it decreases, it means a move downwards.
5
4
3 Lesson 6: Describing a
2
1 movement on a grid
0
0 1 2 3 4 5 6 7 ➜ pages 141–143
(1,1)
(6,1) 1. a) Andy goes 1 le, 2 down.
(6,4) b) Danny goes 2 le, 1 up.
(1,4) c) Andy goes 1 right, 2 up.
2. a) (7,2), (7,6) and (3,6). d) Andy goes 3 le, 1 down.
b) 8 2. Instructions might be either way round:
7 a) 1 le, 3 down
6 b) 5 right, 1 up
5 c) 2 le, 2 up
4 d) 2 right, 2 down
3 e) 3 right, 4 up
2 f) 3 right, 0 up
1 3. Reena moved 2 right, 3 up.
0
0 1 2 3 4 5 6 7 8

© Pearson Education 2018 2

 Year 4 Practice Book 4C Unit 16: Geometry – position and direction

4. Order might vary:

2 le, 1 up
1 le, 2 up
1 right, 2 up
2 right, 1 up
2 le, 1 down
1le, 2 down
1 right, 2 down
2 right, 1 down

Reflect
To do the reverse movement, do the same number of
moves in the opposite direction across and the same
number of moves in the opposite direction up or down;
for example: the reverse moves for 5 le, 2 up are
5 right, 2 down.

End of unit check

➜ pages 144–146

My journal

1. Cards A and D will take you from (5,5) to (10,10)

because 5 le and 10 right gives a total of 5 right, and
10 up and 5 down gives a total of 5 up. So, the total
move is 5 right and 5 up.
2. (4,5)

Power play

Grids will vary.

© Pearson Education 2018 3