Year 6

Power Maths
Textbook

6C
Year 6

Power Maths
Use this Textbook with
Practice Book 6C.

Practice
In this book, Astrid and her friends

Year 6
will help you learn to:

Year 6
• Find unknown angles in shapes and around a

Book
straight line
• Identify parts of a circle
• Solve mixed problems
Textbook

6C
• Calculate the mean
• Draw and interpret pie charts and line graphs

6C

Textbook 6C
Ash Flo Dexter Sparks Astrid

www.pearsonschools.co.uk
[email protected]

Series Editor: Tony Staneff

PM_Y_6C_TB_CVR.indd 1-3 8/17/18 10:17 AM

Use this Practice Book

with Textbook 6C.

In this book, Astrid and her friends

Year 6

Year 6
will help you practise:
• Finding unknown angles in shapes and
around a straight line
• Identifying parts of a circle Practice
Book
• Solving mixed problems

Practice Book 6C
• Calculating the mean

6C
• Drawing and interpreting pie charts and
line graphs

Ash Flo Dexter Sparks Astrid

www.pearsonschools.co.uk
[email protected]

Series Editor: Tony Staneff

PM_Y_6C_PB_CVR.indd 1-3 20/08/2018 15:32

 Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL.

www.pearsonschools.co.uk

Text © Pearson Education Limited 2018

Edited by Pearson, Little Grey Cells Publishing Services and Haremi Ltd
Designed and typeset by Kamae Design
Original illustrations © Pearson Education Limited 2018
Illustrated by Diego Diaz, Adam Linley and Nadene Naude at Beehive Illustration; and
Kamae.
Cover design by Pearson Education Ltd
Front and back cover illustrations by Diego Diaz and Nadene Naude at
Beehive Illustration.

Series Editor: Tony Staneff

Consultants: Professor Liu Jian and Professor Zhang Dan

The rights of Liu Jian, Josh Lury, Catherine Casey, Zhou Da, Zhang Dan, Zhu Dejiang,
Emily Fox, Tim Handley, Wei Huinv, Hou Huiying, Zhang Jing, Steph King, Huang
Lihua, Yin Lili, Liu Qimeng and Zhu Yuhong to be identified as authors of this work have
been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

First published 2018

22 21 20 19 18
10 9 8 7 6 5 4 3 2 1

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN 978 0 435 19035 4

Copyright notice
All rights reserved. No part of this publication may be reproduced in any form or by any
means (including photocopying or storing it in any medium by electronic means and
whether or not transiently or incidentally to some other use of this publication) without
the written permission of the copyright owner, except in accordance with the provisions of
the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the
Copyright Licensing Agency, Barnards Inn, 86 Fetter Lane, London EC4A 1EN(www.cla.
co.uk). Applications for the copyright owner’s written permission should be addressed to
the publisher.

Printed in Slovakia by Neografia

Series Editor: Tony Staneff
For Power Maths online resources, go to:
Lead Author: Josh Lury www.activelearnprimary.co.uk

Consultants: Professor Liu Jian and Note from the publisher

Professor Zhang Dan Pearson has robust editorial processes, including answer and fact checks, to ensure
the accuracy of the content in this publication, and every effort is made to ensure this
publication is free of errors. We are, however, only human, and occasionally errors do
occur. Pearson is not liable for any misunderstandings that arise as a result of errors in this
Written by Liu Jian, Josh Lury, Catherine Casey, Emily publication, but it is our priority to ensure that the content is accurate. If you spot an error,
please do contact us at [email protected] so we can make sure
Fox, Tim Handley, Steph King and Huang Lihua it is corrected.

PM_Y_6C_PB_CVR.indd 4-6 20/08/2018 15:32

 6C
Year 6 Practice
Book
Did you use any maths in
real life during the holiday?
Write down what maths
you found useful.

This book belongs to .

My class is .

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 Contents
Unit 13 – Geometry – properties of shapes 6 This looks
Measuring with a protractor 6 like a good
Drawing shapes accurately 9 challenge!
Angles in triangles (1) 12
Angles in triangles (2) 15
Angles in triangles (3) 18
Angles in polygons (1) 21
Angles in polygons (2) 24
Vertically opposite angles 27
Equal distance 30
Parts of a circle 33
Nets (1) 36
Nets (2) 39
End of unit check 42

Unit 14 – Problem solving 45

Problem solving – place value 45
Problem solving – negative numbers 48
Problem solving – addition and subtraction 51
Problem solving – four operations (1) 54
Problem solving – four operations (2) 57
Problem solving – fractions 60
Problem solving – decimals 63
Problem solving – percentages 66
Problem solving – ratio and proportion 69
Problem solving – time (1) 72
Problem solving – time (2) 75
Problem solving – position and direction 78
Problem solving – properties of shapes (1) 81
Problem solving – properties of shapes (2) 84
End of unit check 87

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 Unit 15 – Statistics 90
The mean (1) 90
The mean (2) 93
The mean (3) 96
Introducing pie charts 99
Reading and interpreting pie charts 102
Fractions and pie charts (1) 105
Fractions and pie charts (2) 108
Percentages and pie charts 111
Interpreting line graphs 114
Constructing line graphs 117
End of unit check 120

My Power Points 123

It is time to do some maths!

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 How to use this book
Do you remember how to
use this Practice Book?

Use the Textbook first to

learn how to solve this type
of problem.

➜ Textbook 6C p68
Unit 14: Problem solving, Lesson 3 This shows you which Textbook page you need.
Problem solving – addition
and subtraction
1 On Tuesday morning, the number of visitors at an adventure park is 2,365.
In the afternoon, 1,790 more visitors arrive but 945 go home.

How many visitors are in the park now?

Have a go at questions by yourself using this

Practice Book. Use what you have learnt.
2 Max adds three numbers together. The total is 20,000.

The first number is 4,588. The second number is 12,375.

What is the third number?

Challenge questions make you

51
think hard!
M02 PowerMaths Practice Bk 6C 90354 U14.indd 51 20/08/2018 15:09

Questions with this light bulb

make you think differently.

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 Unit 14: Problem solving, Lesson 3

5 Write the missing digits to make these calculations correct.

a) H T O . Tth Hth b) Th H T O
5 3 . 9 9 7
+ 7 . 8 2 – 6 1 3
1 3 2 . 0 9 1 8

Reflect
6 Find the value of each shape.
I wonder which
1,250 – + = shape it is easiest to
work out first.
1,000 + = 1,600 −

700 = +

Each lesson ends with a Reflect

question so you can think about Use My Power Points at the
what you have learnt. back of this book to keep
= = =
track of what you have learnt.

Reflect
Draw and label a bar model to match the problem in question 4.

53

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My journal
At the end of a unit your teacher will ask
you to fill in My journal.

This will help you show how much you can

do now that you have finished the unit.

➜ Textbook 6C p116
Unit 14: Problem solving Unit 14: Problem solving

End of unit check Power play

My journal
I spent three times I spent a quarter of I spent £10 at the
as much money the money that Zac fair. I spent 45
Toshi earns £1,200 a month. at the fair as Max spent at the fair. minutes longer at
but I was there for I arrived at 10:30 the fair than Jamie.
He spends 25% on his rent. half the time. and left at 13:00.
He spends 103 on food and
entertainment.

He spends the rest on bills and

saves some money too.

For every £3 he spends on bills,

he saves £2.

How much will he save in 3 years?

Explain each of your steps. Jamie Max Zac

Where did you get stuck?

Complete the table about the children’s day at the fair.

Money spent Arrival time Departure time

Jamie 14:15

Max

Zac 11:15

Power check Write a similar problem about two or

three characters. Give it to a partner
to solve. Remember – you need to
How do you feel about your work in this unit? have worked out the answer!

87 88

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 ➜ Textbook 6C p8
Unit 13: Geometry – properties of shapes, Lesson 1

Measuring with a protractor

1 Complete the measurements accurately.

a) c)
80 100 1 80 100 1
70 90 10 70 90 10
120 120
60 0 80 7 60 80 7
10 0 13 100 13
50 110 60 0 50 110 0
60 0
120 50 120 50
0 0

14
3

14
13
40

40
1

0
40

0
40

40
150

150
30

30

14
1
150

50
30

30
160

160
20

20

01
0

20

20
180 170 16

180 170 16
170 180

170 180
10

0 10
10

10
0

0
0

° °

b) d)
80 100 1 80 100 1
70 90 10 70 90 10
120 120
60 80 7 60 80 7
100 0 13 100 0 13
50 110 60 0 50 110 60 0
120 50 120 50
30 30
14

14
40

40
1 1
0

0
0

0
40

40
150

150
30

30
14

14
150

150
30

30
160

160
20

20
0

0
20

20
180 170 16

180 170 16
170 180

170 180
10

10
10

10
0

0
0

° °

2 Draw lines to match each angle with the correct measurement.

75° 113° 72° 110°

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 Unit 13: Geometry – properties of shapes, Lesson 1

3 a) Measure and label all of the interior angles.

°
° ° °
° °
°
° °

° °

b) Which one of the following is a regular shape? Explain your answer.

A B

4 Mo says, ‘These angles increase in size.’ Is he correct? Explain your

answer.

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 Unit 13: Geometry – properties of shapes, Lesson 1

5 Complete each symmetric figure. Measure and label all

the interior angles.

a) b)

Explain what you notice.

Reflect
What simple mistakes might be made when measuring angles?
Write a checklist for avoiding these mistakes.

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 ➜ Textbook 6C p12
Unit 13: Geometry – properties of shapes, Lesson 2

Drawing shapes accurately

1 Draw these three angles. In each case, the first line has been drawn
for you.

a) 60° b) 70° c) 80°

cm
2 Use the space below to draw
this shape accurately. ° °

Find and label the missing 4 cm 4 cm

125° 125°
measurements to the nearest
degree and cm.
4 cm

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 Unit 13: Geometry – properties of shapes, Lesson 2

3 Complete the three parallelograms, ensuring the angles and lengths

are correct.

4 Two lines of three different kites have been drawn. Complete the kites.

5 Draw accurately a kite, a rhombus and a rectangle.

10

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 Unit 13: Geometry – properties of shapes, Lesson 2

6 One side of each of two rectangles has been drawn.

Each rectangle has an area of 12 cm2. Complete the rectangles

by drawing the sides and angles accurately.

a) b)

6 cm 8 cm

Reflect
Lee is drawing a 100° angle. What are the steps he needs to take? What
mistakes does he need to avoid?

11

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 ➜ Textbook 6C p16
Unit 13: Geometry – properties of shapes, Lesson 3

Angles in triangles 1
1 a) Circle all the angles that have been incorrectly measured.

70° 30°

130°
40° 30°

20°
100° 100°

140°

100°
100°
18°

b) Draw this triangle accurately and then measure the missing angle.

40° 110°
5 cm

not to scale

12

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 Unit 13: Geometry – properties of shapes, Lesson 3

2 The corners from these paper triangles have been torn off. Draw lines to
match the angles to the triangles they are from.

3 Tick to show which statements are always true, sometimes true and
never true. Discuss your answers with your partner.

A triangle has … Always Sometimes Never

true true true
… three acute angles.

… two right angles.

… a right angle and an obtuse angle.

… three different angles.

… angles that add up to 180°.

… at least two acute angles.

13

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 Unit 13: Geometry – properties of shapes, Lesson 3

4 In each circle, join three dots to form a different triangle.

Measure and write the measurements of all of the angles
in the triangles and check that they add up to 180° in each
triangle.

Reflect
What is the sum of the angles in a triangle? How do you know? How can you
prove it?

14

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 ➜ Textbook 6C p20
Unit 13: Geometry – properties of shapes, Lesson 4

Angles in triangles 2
1 Calculate the missing angles.

a) c)
35°
°
120°
25° 75° °

b) d)
98°
° 60°

43°
°

2 Measure two angles and then calculate the third, showing your calculation.

a= ° b= °

c= °

15

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 Unit 13: Geometry – properties of shapes, Lesson 4

3 Calculate the size of the angles p, q and r.

Angle q is twice as big as angle r. q

p r
Angle r is three times as big as angle p.
180° not to scale

4 Draw lines to match groups of three angles that could form a triangle.

60°
40°
80°
50°

35°
120°
45°

85°
25°

16

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 Unit 13: Geometry – properties of shapes, Lesson 4

5 Calculate the missing angles.

b
128° 142°
163°
63°
a

a= ° b= °

The triangle has been drawn in a rectangle.

x= ° y= °
65°
x

y 75°

Reflect
Draw two different diagrams for triangles with a missing angle of 50 degrees.
How did you work out the angles for the triangles?

17

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 ➜ Textbook 6C p24
Unit 13: Geometry – properties of shapes, Lesson 5

Angles in triangles 3
1 Use the information about the angles to mark the equal lengths, using
the correct notation.

a) 20° b) c) d)
55° 20°
70°
70° 140°
70°

40°
80° 80° 55° 20°

2 Calculate the missing angles in each triangle below.

a) b) c)
°
12°
°
50° °
°
°

18

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 Unit 13: Geometry – properties of shapes, Lesson 5

3 Tick the isosceles triangle and mark both the equal lengths and the equal
angles.

4 Amelia draws an isosceles triangle. One of her angles is 56°.

Bella draws an isosceles triangle. One of her angles is 156°.

What are the other two angles in each of the triangles?

There are two There must be two

solutions to mine. solutions to mine too.

Amelia Bella

Do you agree with them? How many solutions can you find?
Explain your answer using diagrams with correct markings.

19

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 Unit 13: Geometry – properties of shapes, Lesson 5

5 Calculate all of the missing angles below.

a) c)

130°
° 26°
° 84°

b)
°

° °

Reflect
Create a missing angle problem involving isosceles triangles.

20

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 ➜ Textbook 6C p28
Unit 13: Geometry – properties of shapes, Lesson 6

Angles in polygons 1
1 Join each shape to the correct label.

a) b) c) d)
95° 95°

Isosceles Scalene Right-angled

Parallelogram
trapezium trapezium trapezium

2 The following shapes have been made from rectangles. Calculate the
missing angles.

a) b) 87°
° 70° °
°

°
° 87°
70° °

3 Add markings to show any parallel lines or equal lengths in the shapes
below.

a) 45 ° b) c)
135° 130° 135° 135°
135°
45° 45° 45°
50°
21

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 Unit 13: Geometry – properties of shapes, Lesson 6

4 Calculate the missing angles.

a) b)
55°
° ° °

°
55° 66° 66°

5 Decide if each statement is always true, sometimes true or never true.

Explain your reasoning and use diagrams to support your thinking.

A parallelogram has three acute angles.

A trapezium has four different angles.

22

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 Unit 13: Geometry – properties of shapes, Lesson 6

6 a) How many different parallelograms can you create on

these grids?

b) How many different trapeziums can you create on these grids?

c) Explain why the angles in a parallelogram sum to the same total

as the angles in a trapezium.

Reflect
Draw a diagram to explain what you know about the angle sums in trapeziums
and parallelograms.

23

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 ➜ Textbook 6C p32
Unit 13: Geometry – properties of shapes, Lesson 7

Angles in polygons 2
1 Calculate the missing angle of each shape.

a) c) 45°
110°
85° 140° a
°
° c 175°

28°
b) 60° d)
b 35° 270°
° 170° °
30° d

2 In each shape one angle has been labelled incorrectly. Identify this angle
and calculate its correct value.

a) b b)
c a
50° 38°
a
75°

253°

45° 48° c 94°

d b d

24

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 Unit 13: Geometry – properties of shapes, Lesson 7

3 Draw lines to split each shape into triangles. Write the angle total for
each shape.

a) b) c)

angle total = angle total = angle total =

4 Emma says, ‘I split this shape into four

triangles. There are 180° in each triangle
and 180 × 4 = 720°, so this quadrilateral
must have internal angles that add up
to 720°.’

Can you explain Emma’s mistake?

5 Calculate the interior angles of a regular decagon.

angle total = each interior angle =

25

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 Unit 13: Geometry – properties of shapes, Lesson 7

6 a) The regular hexagon has been drawn inside a rectangle.

Calculate angles a and b.

b) How many angles can you calculate in this

diagram of a pentagon drawn inside a rectangle?
Write the angle measurements on the shape.

Reflect
Create a missing angle problem involving a quadrilateral.
The missing angle should be 40°.

26

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 ➜ Textbook 6C p36
Unit 13: Geometry – properties of shapes, Lesson 8

Vertically opposite angles

1 Draw lines to match each diagram with the missing angle.

125°
110° ? 70° ? ? ? 125°

70° 110° 55° 125°

2 Circle the diagram that does not show vertically opposite angles.

3 Calculate each of the missing angles below.

a) b) c)

° ° 38° °

45° ° °
°
° 114°
° °

27

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 Unit 13: Geometry – properties of shapes, Lesson 8

4 Draw a line so that there are two

135° angles.

5 Complete the table below.

Experiment 1 Experiment 2 Experiment 3

b a
a b
a c d
b
d c d c

In Experiment 1, angle a is 20° less than angle b.

In Experiment 2, angle a is twice as large as angle b.

In Experiment 3, angle a is one fifth the size of angle d.

Angle a Angle b Angle c Angle d

Experiment 1

Experiment 2

Experiment 3

28

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 Unit 13: Geometry – properties of shapes, Lesson 8

6 Calculate the missing angles.

a) c)
°
° °

° 33°
85°
28°
70°
°

b) °

76°

° °

Reflect
Describe in words why vertically opposite angles must be equal.

29

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 ➜ Textbook 6C p40
Unit 13: Geometry – properties of shapes, Lesson 9

Equal distance
1 Draw 20 dots, each one exactly 25 mm from the cross.

Complete the sentence.

The dots are on a circle with a radius of mm.

2 Label whether each diagram shows the radius or the diameter. Measure
and write the radius and diameter for each circle.

a) c)
Radius = mm

Diameter = mm

b) Radius = mm
Radius = mm
Diameter = mm
Diameter = mm

3 Tick the statements that are true.

The radius is twice as long as the diameter.

The diameter passes through the centre of the circle.

If the radius is x, then the diameter is x + x.

30

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 Unit 13: Geometry – properties of shapes, Lesson 9

4 Calculate the radius of each circle.

a) b) c) d)

8 mm

6.8 cm

11 cm

Not to scale
9.9 m

a) Radius = b) Radius = c) Radius = d) Radius =

mm cm cm m

5 a) Calculate the radius of a 2p coin. Coins not actual size

13 cm

Radius = mm

b) This is a 5p coin.

Calculate the length

of the line. 18 mm

× ×

The line is mm
31

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 Unit 13: Geometry – properties of shapes, Lesson 9

6 a) The perimeter of the triangle is 16.8 cm.

What is the radius of one of the circles? .

. .
b) Draw a parallelogram with a
perimeter of 19.6 cm.

. . . . .
. . . .
. . . . .

Reflect
Describe how to draw a circle with a diameter of 4 cm.

32

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 ➜ Textbook 6C p44
Unit 13: Geometry – properties of shapes, Lesson 10

Parts of a circle
1 Tick the diagram that has been labelled correctly.

radius circumference circumference diameter

diameter

er

us
et

e
di
am

nc
ra

re
di

fe
ra

um
circumference diameter

ra
di

rc

di
us

ci

us
2 a) On each circle draw two dots on the circumference. Then join these
dots to the centre to form triangles. Measure one angle in each
triangle and then calculate the other angles.

. .
. .

b) What types of triangle are formed?

33

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 Unit 13: Geometry – properties of shapes, Lesson 10

3 Join dots to form different quadrilaterals. Try to form: a parallelogram,

an isosceles trapezium, a rhombus and a kite.

4 Form a triangle using the diameter and

a point on the circumference. Work out
the angles of the triangle. You should
only need to measure one of the angles.

You do not need to

measure the right angle.

34

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 Unit 13: Geometry – properties of shapes, Lesson 10

5 Find the approximate area of this circle.

I will count the

whole squares and
the half squares.

Reflect
Describe how to use a circle to draw an isosceles triangle.

35

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 ➜ Textbook 6C p48
Unit 13: Geometry – properties of shapes, Lesson 11

Nets 1
1 Draw lines to match the nets to the 3D shapes.

2 Tick any nets that will fold correctly to form a pyramid.

36

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 Unit 13: Geometry – properties of shapes, Lesson 11

3 This net forms a hexagonal prism. The shapes on the faces should be in
pairs on opposite faces. Draw one more dot, one more triangle and one
more square so that there are pairs of shapes on opposite faces of
the prism.

4 The top half of this cuboid is painted, and the bottom half is white.
Complete the shading on the net.

5 Complete the net of the cuboid.

37

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 Unit 13: Geometry – properties of shapes, Lesson 11

6 Colour or shade this net so that the same colours or shading

never touch when it is folded to form a hexagonal prism.

(Colours or shading are allowed to touch at a vertex.)

Reflect
Draw a net for a pyramid.

38

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 ➜ Textbook 6C p52
Unit 13: Geometry – properties of shapes, Lesson 12

Nets 2
1 Tick the nets that will form a cube.

2 Complete the net of the cube in three different ways.

39

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 Unit 13: Geometry – properties of shapes, Lesson 12

3 On this cube, three faces have an animal on them K

that begins with the letter on the opposite face.
D E
Draw three possible nets for this cube.

4 Complete the shading on the net for this cube.

40

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 Unit 13: Geometry – properties of shapes, Lesson 12

5 Here is a net of a cube. What is the volume of the cube?

Not to scale

40 cm

Reflect
Provide some advice for how to spot if a net will form a cube.

41

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 ➜ Textbook 6C p56
Unit 13: Geometry – properties of shapes

End of unit check

My journal
h

1 Two straight lines cross a square. b

108° c i
g d
e
81° f
a
Which other angles can you work out?

Explain how you worked them out.

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 Unit 13: Geometry – properties of shapes

2 Write the correct label under each net.

Cube Prism Pyramid Does not make

a 3D shape

A C E G

B D F H

Power check
How do you feel about your work in this unit?

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 Unit 13: Geometry – properties of shapes

Power puzzle
Cut a rectangle into 8 triangles like this.

20 cm

10 cm

How many different polygons can you make? Try using:

4 triangles 5 triangles 6 triangles 7 triangles 8 triangles

Now sort your shapes

depending on features
such as symmetry, or the
number of obtuse angles.

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 ➜ Textbook 6C p60
Unit 14: Problem solving, Lesson 1

Problem solving – place value

1 The table shows children’s scores for a
Max 57,483
computer game.
Emma 56,832
Add names to make each statement correct.
Jamilla 57,843
a) Max’s score <
Richard 56,809
b) < Emma’s score

c) < < <

2 Four numbers have been placed in the sorting circles.

Complete the label for each group.

Rounds down to the Rounds up to

nearest the nearest
32,999
12,325 25,050

15,205

3 Aki has some digit cards. He uses the cards

to make a 4-digit odd number that is greater 3 6 7 9
than 6,800 but less than 9,000.

What could Aki’s number be? Find all the possible answers.

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 Unit 14: Problem solving, Lesson 1

4 The line graph shows the money made each day by a toy shop in
a week. The numbers on the scale are missing.

Use the graph to complete the table. Label the scale to help you.
Sales in £

0
Monday Tuesday Wednesday Thursday Friday Saturday
Days

Days Monday Tuesday Wednesday Thursday Friday Saturday

Sales
1,800
in £

The scale is just like a number line.

I wonder what each interval represents.

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 Unit 14: Problem solving, Lesson 1

5 The population of City X rounds to 483,000 to the

nearest 1,000.

The population of City Y rounds to 480,000 to the

nearest 10,000.
I’m going to
Jamie says, ‘The population of City X must be larger think about rules
because 483,000 is larger than 480,000.’ for rounding to
help me.
Do you agree? Explain your answer.

Reflect Rounds down Greater than

to the nearest 50,000
Write one more number 1,000
in each section of the
sorting circles. 123,412

6,055 70,980

4,923

Explain the position of 123,412 in the sorting circles.

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 ➜ Textbook 6C p64
Unit 14: Problem solving, Lesson 2

Problem solving – negative numbers

1 Tick the pair of numbers that has the biggest difference.
−
a) 4 and 12
−
b) 8 and 9
−
c) 20 and −11

− −
20 10 0 10 20

2 a) This sequence increases by 7 each time.

What are the missing numbers?

, −16, , −2, ,

b) Another sequence decreases by the same amount each time.

What are the missing numbers?

19, , 7, , −5,

c) What is the 10th number in the sequence in part b)?

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 Unit 14: Problem solving, Lesson 2

3 This graph shows the temperature in six cities on one day in January.

10
8
6
Temperature (˚C)

4
2
0
–
2
–
4
–
6
–
8
–
10

Tallinn Moscow Rome Oslo London Athens

Cities

a) Which city was 5 °C warmer than Tallinn?

b) Which two cities have a difference in temperature of 11 °C?

4 The number line shows a

winter temperature and a 0
summer temperature in Alaska. winter summer

The difference between the temperatures is 48 degrees.

What are the temperatures?

winter temperature = ˚C summer temperature = ˚C

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 Unit 14: Problem solving, Lesson 2

5 Work out the missing numbers on this number line.

– –
100 20

6 Arrange the numbers in the diagram so that the difference

between pairs joined by a horizontal line is 16 and the
difference between pairs joined by a dotted vertical line is 9.
− −
20 5 13
− −
4 3 11

Reflect
Explain how to work out the half-way point between 24 and −40.

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 ➜ Textbook 6C p68
Unit 14: Problem solving, Lesson 3

Problem solving – addition

and subtraction
1 On Tuesday morning, the number of visitors at an adventure park is 2,365.
In the afternoon, 1,790 more visitors arrive but 945 go home.

How many visitors are in the park now?

2 Max adds three numbers together. The total is 20,000.

The first number is 4,588. The second number is 12,375.

What is the third number?

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 Unit 14: Problem solving, Lesson 3

3 The bar chart shows the number of visitors at the adventure park over
a weekend.

= boys
Saturday = girls

= adults

Sunday

0 400 800 1,200 1,600 2,000 2,200

a) How many more children

than adults visited the
park on Saturday?

b) What is the difference

between the total
number of children
who visited the park on
Saturday and Sunday?

4 The Brown family sell cakes

at the local fair. In the
morning they sell 117 cakes.

In the afternoon they sell

48 fewer cakes.

How many cakes do they

sell in total?

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 Unit 14: Problem solving, Lesson 3

5 Write the missing digits to make these calculations correct.

a) H T O . Tth Hth b) Th H T O
5 3 . 9 9 7
+ 7 . 8 2 – 6 1 3
1 3 2 . 0 9 1 8

6 Find the value of each shape.

I wonder which
1,250 – + = shape it is easiest to
work out first.
1,000 + = 1,600 −

700 = +

= = =

Reflect
Draw and label a bar model to match the problem in question 4.

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 ➜ Textbook 6C p72
Unit 14: Problem solving, Lesson 4

Problem solving – four operations 1

1 Entry to a castle costs £6.50 more for adults than for children.

The cost for a family with one adult and four children is £49.

What is the cost of each ticket?

£49

child ticket child ticket child ticket child ticket child ticket £6.50

adult ticket

2 A supermarket needs to deliver 270 online shopping orders.

A van can carry 25 orders at a time.

How many van trips are needed to deliver all the orders?

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 Unit 14: Problem solving, Lesson 4

3 A supermarket sells mixed bags of 6 lemons and 4 limes.

There are 255 lemons and 171 limes to be put into bags.

a) How many mixed bags of lemons and limes can be made?

b) How many more lemons and limes are needed to complete

another bag?

4 Cups hold 0.25 l of water. Mugs hold 375 ml of water.

Jen fills 5 cups and 5 mugs with water.

How much more water does she use altogether for the mugs
than for the cups?

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 Unit 14: Problem solving, Lesson 4

5 A number is multiplied by 6 and then divided by 3.

20 is added to the result.

Reena says, ‘That is the same as doubling the number and adding 20.’

Explain why Reena is correct. Use examples to help you.

6 There are 40 tins of blue paint. There are also tins of red paint.

The total number of litres of red paint is half the total number
of litres of blue paint. How many tins of red paint are there?

blue red

3 litres 5 litres

Reflect
Write down three things you should do when solving problems.

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 ➜ Textbook 6C p76
Unit 14: Problem solving, Lesson 5

Problem solving – four operations 2

1 Jamie makes bracelets using laces and different beads.

Each lace costs 25p.

This bracelet costs £1.30 to make.

The plain beads cost 18p each.
What is the cost of one spotty bead?

2 A tower is made with two different-sized blocks.

Calculate the height of the tower.

80 cm

45 cm

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 Unit 14: Problem solving, Lesson 5

3 Richard compares the capacity of large and small bottles.

The capacity of a large bottle is 720 ml.

a) What is the capacity of a small bottle?

b) How many more litres of water fill 10 large bottles

than 10 small bottles?

4 Alex uses these four digits to make a calculation: 3 4 8 9

Her answer is an odd multiple of 5.

× + =
What calculation did she make?
Find more than one solution. × + =

× + =
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 Unit 14: Problem solving, Lesson 5

5 Find the diameters of the different-sized circles.

24 cm

= cm = cm = cm

Reflect
Compare the strategy you used to solve question 3 b) with a partner’s strategy.

Try your strategies to find out how many more litres of water fill 25 large
bottles than 25 small bottles.

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 ➜ Textbook 6C p80
Unit 14: Problem solving, Lesson 6

Problem solving – fractions

1 Use all the digit cards to make fractions that complete the statement.

< 1 <
2
6 4 3 2

2 Zac and Jamilla made 108 cookies to sell for charity.

4 1
Zac sold 9 of the cookies. Jamilla sold 3 of the cookies.

a) How many cookies did they sell altogether?

b) What fraction of the cookies were left?

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 Unit 14: Problem solving, Lesson 6

3 What fraction of the rectangle is not shaded?

1 4
6 9

4 The distance between A and B is 1 41 km. C

The distance between A and C is 4 53 km.

B
What is the distance from B to C? A

5 In a bag of marbles, 38 are green and 22 are red.

3
The remaining 8 of the marbles are yellow.

How many marbles are in the bag altogether?

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 Unit 14: Problem solving, Lesson 6

6 Use both the digits 3 and 4 to make the largest possible

answer to each calculation.

I think I need I think I can use

2
× = to work out my reasoning
8
the answer skills to make
each time. decisions.

+ =
5 4

+ =
10

Reflect
3 6 7 4
8 14 12 9

Which of these fractions are larger than 21 ? Use reasoning to explain your answer.

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 ➜ Textbook 6C p84
Unit 14: Problem solving, Lesson 7

Problem solving – decimals

1 The mass of a bag of sweets is 0.3 kg.

The mass of 5 bags of popcorn is equal to the mass of 3 bags of sweets.

What is the mass of 1 bag of popcorn?

2 a) 4 bags of popcorn cost £7.20.

2 bags of popcorn and a carton of juice cost £4.25.

How much does the carton of juice cost?

b) How much more does it cost to buy 8 bags of popcorn than

8 cartons of juice?

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 Unit 14: Problem solving, Lesson 7

3 Write the missing numbers on the number line.

4 4.1

4
CHOCOLATE
CHOCOLATE
CHOCOLATE
CHOCOLATE Nuts Nuts Nuts

CHOCOLATE
CHOCOLATE
Nuts Nuts Nuts
CHOCOLATE
CHOCOLATE

The mass of 1 bar of chocolate is 0.2 kg.

What is the mass of 1 tin of nuts?

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 Unit 14: Problem solving, Lesson 7

5 Arrange the numbers in the grid so that each row,

column and diagonal has the same total.

7.1 4.8 5.3

4.6 5.7 6.4 5.5

6.2 3.9

I am going to reason
about different totals.
Not all the large
numbers can go in a
single row or column.

Reflect
Which of these numbers is closest to 0.9? Explain your answer.

1.2 0.87 0.08 0.95 1.01

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 ➜ Textbook 6C p88
Unit 14: Problem solving, Lesson 8

Problem solving – percentages

1 A shop offers a 15% discount on sale items.

A washing machine is usually £280.

How much is the washing machine in the sale?

2 There are 120 children in Year 6.

30% of the children cycle to school.

25% of the children come to school by car.

The rest of the children walk to school.

How many children walk to school?

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 Unit 14: Problem solving, Lesson 8

3 The table shows information about 240 daily flights from a

French airport.

Complete the table.

Percentage of total
Destination Number of flights
flights
Other French cities 30%

European cities 132

Cities outside Europe

4 1,800 children visited a museum at the weekend. This number was 40% of
the total visitors.

How many visitors were there altogether?

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 Unit 14: Problem solving, Lesson 8

5 Complete the statement.

35% of 180 = 30% of

Reflect
Explain how you know that the shaded part of each shape represents 60%.

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 ➜ Textbook 6C p92
Unit 14: Problem solving, Lesson 9

Problem solving – ratio and proportion

1 There are 5 pencils and 3 pens in a box.

a) What fraction of the box is pens?

of the box is pens.

b) Mr Jones buys 9 of these boxes for his class.

How many fewer pens will he have than pencils?

2 A recipe uses 250 g of flour and 75 g of sugar to make 6 cakes.

a) How many cakes can be made using 375 g of sugar?

b) How much flour is needed to make 15 cakes?

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 Unit 14: Problem solving, Lesson 9

3 Here are two rectangles.

Write the ratio of side a to side b.

a:b= :

a b

4 On a map, 1 cm represents 50 km.

0 50 100 150 200
The distance between two cities is 650 km.

On the map, what is the distance between the two cities?

3
5 8
of the children in a tennis club are boys.

What is the ratio of boys to girls?

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 Unit 14: Problem solving, Lesson 9

6 8 small tins have the same mass as 5 large tins.

The mass of a small tin is 350 g.

What is the mass of a large tin?

I’ve seen
problems like
this before!

Reflect
For every 3 strawberry sweets there are 5 lime sweets in a bag.

Explain the steps to work out the number of lime sweets if there are
24 strawberry sweets.

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 ➜ Textbook 6C p96
Unit 14: Problem solving, Lesson 10

Problem solving – time 1

1 The time line shows television programmes on 23 June.

Live sport Wildlife show News Comedy Show Comedy Show

18:45 19:25 20:25 20:45 21:45

a) Max arrives home at 4:20 pm. How long must he wait for the start of
the live sport?

b) The two comedy shows are the same length.

Jen watches the news and one comedy show. How long does Jen
watch TV for?

c) The next episode of the wildlife show is not until 2 September.

How many full weeks must viewers wait?

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 Unit 14: Problem solving, Lesson 10

2 A teacher makes appointments to meet with parents. Each appointment

is 20 minutes long. There is a quarter of an hour break each evening.

On Tuesday, appointments start at 15:50 and end at 19:45.

On Wednesday, there are 10 appointments starting at 16:20.

a) How many appointments does the teacher make in total?

b) What time does the last appointment end on Wednesday?

3 Olivia takes part in a fun walk for charity.

She raises £8 for every full hour that she walks. She walks from 10:30 am
until 4:15 pm.

How much money does she raise?

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 Unit 14: Problem solving, Lesson 10

4 Which is longer, 12 intervals of 45 minutes or one third of a day?

Explain your answer.

5 a) A puppy has lived for 2,904 hours. How many days is this?

b) Today is 16 October. On what date was the puppy born?

Reflect
The time is twenty-five minutes to 7 in the evening. Explain how to write the
time 3 hours 35 minutes later in three different ways.

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 ➜ Textbook 6C p100
Unit 14: Problem solving, Lesson 11

Problem solving – time 2

1 Here is part of a Greytown 14:12 14:42 15:12 15:42 16:12
bus timetable.
Oak Street 14:35 15:35 16:05
Ticebridge 14:53 15:20 15:53 16:23 16:50
Bankside 15:20 15:47 16:20 16:50 17:17
Chilhurst 15:45 16:12 16:45 17:15 17:42

a) How many minutes shorter is the journey from Greytown to Chilhurst

on the 16:12 bus than on the 15:12 bus?

b) Max arrives at the bus stop in Oak Street at 14:39. He wants to get to
Bankside as soon as possible.

Is it quicker for him to walk 38 minutes to Ticebridge or to wait for the

next bus at Oak Street?

2 This time line shows a school day.

Lessons Break Lessons Lunch Break Lessons

8:45 am 10:15 am 10:35 pm 12:25 pm 1:20 pm 3:30 pm

How much more time do children spend in lessons than on breaks?

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 Unit 14: Problem solving, Lesson 11

Distance from home (km)

300
3 The line graph shows a
journey Mr Lopez made in
his car. 200

a) How far did he travel in

the first 90 minutes? 100

0
0 1 2 3 4 5
Time (hours)

b) He stopped for a lunch break. How long was this break?

c) Mr Lopez left home at 09:50. What time did he stop for lunch?

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 Unit 14: Problem solving, Lesson 11

4 The table shows the costs of some taxi journeys. The taxi
companies charge per minute.

Taxi company Departure time Arrival time Cost

A 10:10 am 10:35 am £15

B 11:50 am 12:05 pm £9.75

C 12:10 pm 12:15 pm £3.20

Max wants to go on a 30 minute journey. Which taxi company will be

the cheapest?

Reflect
Lexi says: ‘The time is 12:45. In 1 hour 55 minutes it will be 14:00.’

What mistake has she made? What is the correct answer?

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 ➜ Textbook 6C p104
Unit 14: Problem solving, Lesson 12

Problem solving – position and direction

1 The points A, B, C and D are equally spaced along the line AD.

What are the coordinates of B and D?

B( , ) y
A(–3,7)
D( , )
B

C(1,3)

D
x
0

2 a) Reflect the rhombus in the y-axis. Use a ruler.

y

(–20,20)

(–28,4) (–12,4)
x

(–20,–12)

b) Write the coordinates of the vertices in the reflected shape.

( , ) ( , ) ( , ) ( , )

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 Unit 14: Problem solving, Lesson 12

3 This trapezium is reflected in a mirror line.

y (12,34) (19,34)

(12,22) (32,22)
mirror line
A (32,14)

B C

0 x
a) What are the coordinates of vertices A, B and C in the reflected
shape?

A( , ) B( , ) C( , )

b) What are the coordinates of the point half-way between A and B?

( , )

c) Circle the coordinates that are inside the reflected shape.

(12,16) (32,12) (22,2) (16,12) (16,15)

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 Unit 14: Problem solving, Lesson 12

4 The points A and B are two vertices of a right-angled triangle.

One side of the triangle has been drawn on the grid.

Find four possible positions for the third vertex, C.

Write the coordinates. y

6
( , )
5
A
( , ) 4
3
( , ) 2
1
( , )
– – – – – –
0 x
6 5 4 3 2 1 0 1 2 3 4 5 6
–
1
I wonder –
2
whether AB is –
3
the long side –
4
or one of the –
5
shorter sides of B –
6
the triangle.

Reflect
Two coordinates (7,2) and (7,10) are plotted on a grid.
Explain how to find the coordinates of the half-way point.

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 ➜ Textbook 6C p108
Unit 14: Problem solving, Lesson 13

Problem solving – properties of shapes 1

1 Calculate the missing angles in these diagrams.

120°
a

48°

44°

c d

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 Unit 14: Problem solving, Lesson 13

2 a) Calculate the sizes of angles a and b.

35°
a
c
b
d

b) Explain how you can now find the sizes of angles c and d.

3 A scalene triangle is drawn inside a square. Calculate the sizes of angles

x, y and z.

52°
x

80° y
z

4 Three angles meet at a point. Angle x is 40° larger than angle y.

Angle z is double the size of angle x. What is the size of each angle?

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 Unit 14: Problem solving, Lesson 13

5 Calculate the sizes of angles a, b and c.

I am going to think
about everything I
b know about finding
a angles to help me.

140°

Reflect
Three angles, a, b and c, are on a straight line. Angle a is 88°.

What could be the sizes of angles b and c? Find at least two solutions.
Explain your answers.

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 ➜ Textbook 6C p112
Unit 14: Problem solving, Lesson 14

Problem solving – properties of shapes 2

1 A regular octagon is drawn on a line.

Calculate the size of angle m.

2 Circle all the shapes that are in the wrong section of the table.

Draw an arrow to show which section they should be in.

Interior angles add Interior angles do

up to 360° not add up to 360°

Have at least rectangle rhombus

one pair of
parallel sides parallelogram regular pentagon

kite triangle
Have no pairs
of parallel sides
trapezium regular hexagon

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 Unit 14: Problem solving, Lesson 14

3 Here is a pattern of regular hexagons.

What calculation can you use to prove that

the interior angles of three regular hexagons
meet around a point?

4 Calculate the sizes of angles a and b.

145°

60°
Not drawn to scale b
a

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 Unit 14: Problem solving, Lesson 14

5 Max draws an irregular hexagon.

Angles a, b, c and d add up to 600°.

Angle e is double the size of angle f.

Calculate the sizes of angles e and f.

Reflect
Three of the angles in a pentagon add up to to 330°.

Explain how you know that the pentagon is not regular.

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 ➜ Textbook 6C p116
Unit 14: Problem solving

End of unit check

My journal

Toshi earns £1,200 a month.

He spends 25% on his rent.

He spends 103 on food and

entertainment.

He spends the rest on bills and

saves some money too.

For every £3 he spends on bills,

he saves £2.

How much will he save in 3 years?

Explain each of your steps.

Where did you get stuck?

Power check
How do you feel about your work in this unit?

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 Unit 14: Problem solving

Power play

I spent three times I spent a quarter of I spent £10 at the

as much money the money that Zac fair. I spent 45
at the fair as Max spent at the fair. minutes longer at
but I was there for I arrived at 10:30 the fair than Jamie.
half the time. and left at 13:00.

Jamie Max Zac

Complete the table about the children’s day at the fair.

Money spent Arrival time Departure time

Jamie 14:15

Max

Zac 11:15

Write a similar problem about two or

three characters. Give it to a partner
to solve. Remember – you need to
have worked out the answer!

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 89

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 ➜ Textbook 6C p122
Unit 15: Statistics, Lesson 1

The mean 1
1 a) Draw three new towers that show the mean height of these three
towers.

b) Draw four new rows of counters that show the mean length.

2 What is the mean number of marbles in the bags?

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 Unit 15: Statistics, Lesson 1

3 Match groups of dice that have the same mean number of dots.

A C

B D

4 Calculate the mean of each set of measurements.

a) 10 cm, 20 cm, 30 cm, 40 cm

b) 100 ml, 200 ml, 300 ml, 400 ml

c) 101 kg, 201 kg, 301 kg, 401 kg

5 Circle the group with the greatest mean.

A C
4 1 1 2 2 0 1 0 1 0 0 0

B 2 0 0 2 D 1 0 1 0 1 0 1

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 Unit 15: Statistics, Lesson 1

6 Find the mean of the two numbers shown on each number

line and mark the mean on the number line.

a)
100 200

b)
2,000 4,000

c)
198 202

d)
0 7

Explain what you notice.

Reflect
Describe two ways to find the mean of these numbers: 4, 5 and 6.

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 ➜ Textbook 6C p126
Unit 15: Statistics, Lesson 2

The mean 2
1 Complete the bar models to show the mean number of dots on each
group of dice.

a) 2 4 6 4

2+4+6+4=

÷4=

b)
1 5 6 2

c)

2 Find the mean capacity of

these paint pots.

500 ml 1l 2l 1.5 l
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 Unit 15: Statistics, Lesson 2

3 These tables show how much money two families spend on food
each week.

Which family has the greater mean weekly spend?

Brown Family Kapoor Family

Week 1 Week 2 Week 3 Week 1 Week 2 Week 3 Week 4
£74 £85 £69 £72 £70 £81 £78

4 Find the mean length of all the planks of wood.

0.8 m 2.4 m

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 Unit 15: Statistics, Lesson 2

5 Here are the scores from a gymnastics competition.

The winner is the person with the greatest mean score.
Who comes first, second and third?

Kate 5 5.5 5 5.5 –

Amelia 5 5 6 6 5

Lexi 4 8 10 – –

Bella 0 10 10 10 2

First: Second: Third:

Reflect
Complete this sentence.

To find the mean of a set of numbers, you …

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 ➜ Textbook 6C p130
Unit 15: Statistics, Lesson 3

The mean 3
1 Draw another tower in each group so that the mean height of both
groups is 5.

2 The mean number of pets the children have is 4.

How many pets does Emma have?

Bella 2 pets

Andy 12 pets

Danny 1 pet

Emma

4 4 4 4

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 Unit 15: Statistics, Lesson 3

3 Four stalls collect money at a cake sale. The mean amount of money
collected is £1.50. How much did the fourth group collect?

4 The mean of these sets of number cards is 2.5. What could the missing
numbers be?
a) b)
2 3 3 2 3 3

5 Draw the water level in Jugs B and E so that the mean volume is 41 litre.

2l
A B C D E
1l 1l
500 ml 500 ml

0 0 0 0 0

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 Unit 15: Statistics, Lesson 3

6 Find a solution to each set of clues.

Two even numbers

with a mean of 5

Three odd numbers

with a mean of 5

A set of four numbers.

The difference between the
greatest and the smallest
is 10. The mean is 4.
A set of numbers that
are not whole, but the
mean is a whole number.

Reflect
Draw two different sets of number cards which each have a mean of 7.5.
Explain your choice of numbers.

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 ➜ Textbook 6C p134
Unit 15: Statistics, Lesson 4

Introducing pie charts

1 These pie charts show three after-school clubs. In which club do more
than half the children play football?

Club A Club B Club C

Football Tennis Reading club

More than half the children in Club play football.

2 Children in a class did a survey to find out which jobs they wanted to do
when they were older.
teacher
don’t know

vet
pop star

sportsperson

Tick to show whether each statement is true or false.

True False
Less than half want to be a pop star.
The least popular job is vet.
More children want to be a sportsperson than a teacher.

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 Unit 15: Statistics, Lesson 4

3 Match the pie charts to the correct team’s set of results.

Team A Team B Team C Team D

Win 15 Win 5 Win 10 Win 15
Lose 10 Lose 10 Lose 10 Lose 0
Draw 5 Draw 15 Draw 10 Draw 15

draw win
win draw
win draw win draw
lose lose
lose

4 This tally chart shows the favourite subjects of children in one class.
Shade in the sections in the pie chart and complete the key, based on the
information in the tally chart.

Subject Maths Science English

Number of
students

Key

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 Unit 15: Statistics, Lesson 4

5 The following charts show the different ways people travel

to work. 120
cycle 110
walk 100
90
train 80
70
60
50
40
30
20
car 10
0
car walk train cycle
Write questions that can be answered most efficiently using each chart.

Questions to be answered using a pie chart:

Questions to be answered using a bar chart:

Reflect
Describe the differences between a bar chart and a pie chart. When would you
use one or the other?

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 ➜ Textbook 6C p138
Unit 15: Statistics, Lesson 5

Reading and interpreting pie charts

1 Complete the pie charts to represent the information.

a) Children in a class investigated favourite smoothie flavours.

Flavour Vote
Banana
Kiwi
Strawberry

b) This chart shows the children’s favourite flavours of ice cream.

9
8
7
6
5
4
3
2
1
0
orange coffee lemon chocolate

c) 18 people were asked what pets they owned.

Three more people had dogs than rabbits.

The rest had cats.
dogs

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 Unit 15: Statistics, Lesson 5

2 a) The pie charts show the games that each team has won, lost and
drawn. They receive 3 points for each win, and 1 point for each draw.
How many more points does the best team have than the worst?

Borough Town Rovers County United

lost
lost won won won

lost

drawn drawn drawn

b) Eagle United have won 16 points. Complete the pie charts to show
three possible sets of results. They received 3 points for a win and 1
point for a draw.

3 800 people were asked if they played video games.

Complete and label the pie chart to show what they said.

200 people play once a week.

150 people play every day.

200 people sometimes play.

250 people never play.

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 Unit 15: Statistics, Lesson 5

4 There are two classes in Year 6. These pie charts show the
number of girls and boys in each class.

6a 6b

Key
Boys

Girls

32 children 28 children
in the class in the class

Complete the pie chart to show the boys and girls in Year 6 altogether.

Children in Year 6

Reflect
Explain how you can work out what each segment of a pie chart represents.

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 ➜ Textbook 6C p142
Unit 15: Statistics, Lesson 6

Fractions and pie charts 1

1 The shaded part of these pie charts show how much time a horse, a cat
and a boy spend sleeping in one day. Complete the missing information.
Horse Cat Boy

The horse spends of the day sleeping.

The cat spends of the day sleeping.

The boy spends of the day awake.

The sleeps most in a day, and sleeps for hours.

2 The pie chart shows the votes for school council representatives.
32 children voted. What fraction of the votes did each child receive?

Jamilla
Isla

Bella

Aki
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 Unit 15: Statistics, Lesson 6

3 These pie charts represent the number of games two school teams
have won, lost and drawn.

Team Tigers Team Bears The Tigers have lost more

(48 games) (20 games) games than the Bears.

Key won drawn lost

Do you agree with Amelia? Explain your answer.

4 Each group voted for their favourite colour. Match each statement to the
appropriate pie chart.

21 people 45 people 12 people did not 1

chose red
chose red chose black choose yellow 3

Group A Group B Group C

(24 people ) (30 people ) (180 people )
black black
yellow
black
yellow

yellow

red
red red
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 Unit 15: Statistics, Lesson 6

5 A market stall sells dog food, cat

food and bird seed. This pie chart
cat
shows the sales for one weekend. food
bird
a) Estimate the fraction of the total seed
sales for each type of food. dog
food
Show that your fraction
estimates add up to 1.

b) If the total sales were £300, work out the amount sold for each
type of food.

Reflect
What fractions can you see in this pie chart?

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 ➜ Textbook 6C p146
Unit 15: Statistics, Lesson 7

Fractions and pie charts 2

1 The class looked for different species of tree. Complete the table using
the information in the pie chart.

Type of tree Number seen pine

birch oak

oak 12
pine
fir birch

Total
fir

2 There were 24 sightings of sparrows. blackbird

a) How many birds were 1

4
sighted altogether? 2
sparrow 5

b) How many blackbirds 1

20 goldfinch
were sighted?
3
10

robin

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 Unit 15: Statistics, Lesson 7

3 Bella and Max threw beanbags at a target. Bella hit the outer target
28 times. This was two fewer than Max.

Max Bella
Key
1 1
10 2 missed inner target
1
5
bullseye outer target

Tick the statements that are true. Put a cross against statements that
are false.

Bella threw more than 70 times.

Max threw fewer beanbags than Bella.

Bella scored 3 more bullseyes than Max.

4 This pie chart shows which school dinners

the children in Class 6 prefer. roast
pizza 1
What fraction like curry? 3

96 children like roast dinner. How many curry

children like pizza and curry?

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 Unit 15: Statistics, Lesson 7

5 This pie chart shows the

proportion of ingredients papaya apple
in a tropical fruit drink.

mango

pineapple
orange

There is twice as much pineapple as mango.

There is twice as much papaya as pineapple.

a) What fraction is mango?

b) In 350 ml of fruit drink, how much more pineapple is needed

than papaya?

Reflect
Write a problem for your partner that gives them a fraction of a pie chart, and
they have to work out the whole. Sketch a pie chart to go with the problem.

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 ➜ Textbook 6C p150
Unit 15: Statistics, Lesson 8

Percentages and pie charts

1 Complete the missing percentages.

% 1
% % 5
35%
14% 1
2
40% 20% 180°

2 60 people voted for a sports captain. Reena Bella

How many votes did each person receive? Isla
20% Zac
35%

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 Unit 15: Statistics, Lesson 8

shop second-hand
3 This shows the results of a survey shops
online
about shopping for clothes.
25%
56 people said they go to shopping
centres. How many more people shop
35%
online than use second-hand shops?
shopping
centres

United penalty kicks

4 In one football season, the Rovers scored
48 penalties and missed 32. The pie chart
missed
shows what United scored.
40% penalties
Which team was more successful at
penalties? Justify your answer. scored
penalties

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 Unit 15: Statistics, Lesson 8

5 These pie charts show the types of tree in Hetiddy Woods

and Lanhay Forest.
Hetiddy Woods Lanhay Forest
80 trees 200 trees
willow
willow
oak
birch oak
36° 1 ?°
5
54°

180° 30%
pine
pine birch

How many more birch trees are there in Lanhay Forest than in
Hetiddy Woods?

Reflect
Draw a pie chart that shows 41 , 10% and 15%. Show the remaining percentage
and explain how you completed this.

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 ➜ Textbook 6C p154
Unit 15: Statistics, Lesson 9

Interpreting line graphs

1 The graph shows how the temperature of some tomato sauce cools in
the freezer.

20
18
16
14
Temperature in (°C)

12
10
8
6
4
2
0
2:00 pm 2:30 pm 3:00 pm 3:30 pm 4:00 pm 4:30 pm 5:00 pm 5:30 pm 6:00 pm 6:30 pm
–
2
–
4
–
6
–
8
Time

a) What temperature is the tomato sauce at the following times?

2:30 pm °C

5 pm °C

b) How much does the temperature decrease between 2 pm and 5:30 pm?

It decreases by °C.

c) At what time is the temperature of the tomato sauce 0 °C?

: pm

d) Estimate the temperature of the sauce at 5:45 pm. °C.

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 Unit 15: Statistics, Lesson 9

2 Use the graph to estimate the population in each year.

400,000 1995:
Population

300,000 2005:
200,000
100,000
0
1995 2000 2005 2010
Year

3 This graph shows the 120

distance and time for
100
Distance (km)

a cyclist travelling in a
road race. 80

60

40

20

0
30 60 90 120 150 180
Time (minutes)
a) How far did the cyclist race? km

b) Complete the following sentences.

The cyclist slowed to climb a steep hill between minutes

and minutes.

The cyclist rested for minutes after minutes of racing.

After minutes the cyclist had completed half the distance.

The cyclist raced most quickly between minutes and

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 Unit 15: Statistics, Lesson 9

4 300 runners started a 12 mile race.

300
Number of
runners

200

100

0
0 miles 6 miles 12 miles
Distance

a) What fraction of the runners completed the race ?

b) What percentage of the runners completed fewer than 6 miles?

%

c) Estimate how many runners completed at least 75% of the race?

Reflect
Give tips for how to read a line graph accurately.

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 ➜ Textbook 6C p158
Unit 15: Statistics, Lesson 10

Constructing line graphs

1 Use the information in the table to complete the conversion graph.

Feet 0 2 3 4
Inches 0 24 36 48

Now use the graph to fill in the 140

missing information.
130
1 foot = inches

10 feet = inches 120

3 21 feet = inches 110

5 41 feet = inches 100

90

30 inches = feet 80
Inches

100 inches = feet 70

60

50

40

30

20

10

0 2 4 6 8 10
Feet
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 Unit 15: Statistics, Lesson 10

2 These figures show the number of people living in a village over time.

Year 1970 1980 1990 2000 2010 2020

Population 800 1,100 1,500 2,300 3,400

Use this information to draw a line graph of the population and predict
the population in 2020.

5,000

4,000
Population

3,000

2,000

1,000

0
1970 1980 1990 2000 2010 2020
Year
3 These figures show the flight of a firework. Complete the graph from the
information, and predict when the firework will land.

Time in
0 2 4 6 8 10
seconds
Height in
0 20 30 35 28 15 0
metres
Height (metres)

30

20

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Time (seconds)
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 Unit 15: Statistics, Lesson 10

4 Complete the graph to show the conversion between litres

and pints.

Litres 100 200 300 400 500

Pints 176 354 530
Pints

Litres
Use the graph to complete the following conversions.

Pints 100 25
Litres 150 10

Reflect
Explain how you would draw a line graph to convert from metres to kilometres.

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 ➜ Textbook 6C p162
Unit 15: Statistics

End of unit check

My journal

1 Use this information to draw a graph to convert $ (dollars) and

£ (pounds). Find the approximate number of £s that equals $19.

Use these numbers: 15 dollars is worth 10 pounds.

$ (dollars)

£ (pounds)

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 Unit 15: Statistics

2 Add notes to this diagram to show when you would use each type
of chart, and why its features would be useful.

Flower Tally
red
blue

Pie chart Tally chart

Types of chart

Line graph Bar chart

45
Number of children late

40
Creatures we found in the rock pool
35
30 12
25 10
20 Number of 8
15 creatures 6
10 4
5 2
0 0
Mon Tue Wed Thurs Fri Limpet Clam Barnacle Crab
Day of the week Type of creature

Power check
How do you feel about your work in this unit?

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 Unit 15: Statistics

Power play
You will need:

• A grid with the y-axis going from –50 to 50, and the x-axis going from
0 to 20.

How to play:

Play this game with a partner. Choose who is Player 1 and who is Player 2.

Take it in turns to roll two dice. Add the scores on both dice. If the result is
an even number, add it to the current score. If the result is an odd number,
subtract it from the current score. Each player has 10 turns.

Start at 0. Mark the new score at the turn number on the x-axis. Join the points
each time you plot a new score to draw a line graph.

Player 1 wins if the line ends as positive. Player 2 wins if the line ends as
negative.

50
40
30
20
10
Scores

0
–
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
10
–
20
–
30
–
40
–
50
Turns

Draw your own axes and play a few times, but choose different
rules. You could multiply the dice or find the difference.

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 My power points
Put a tick against the topics you have learnt about. Show how confident you
are with each one by giving it a number on a scale of 1 to 3.

1 = not at all confident;

Unit 13 2 = getting there;
I have learnt how to … 3 = very confident

Measure angles with a protractor

Draw 2D shapes accurately

Calculate missing angles in triangles and polygons

Calculate missing angles on a straight line

Name parts of a circle, and I know that the diameter is

twice the radius

Recognise and draw nets of different 3D shapes

Unit 14
I have learnt how to …
Solve problems about place value

Solve problems involving addition, subtraction,

multiplication and division

Solve problems involving fractions and percentages

Solve problems involving lines and angles

Solve problems about time and measurements

Solve multi-step problems

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 Unit 15
I can …

Calculate the mean of a group of numbers

Interpret pie charts with fractions, percentages and angles

Interpret line graphs

Create pie charts and line graphs from a set of given facts

Keep up the good work!

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 Working out

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 Working out

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 Squared paper

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 Squared paper

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