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