Year 6 Textbook 6C Unit 12 – Statistics

Unit 12 – Statistics b) 44 km is half-way between 40 and 48 km.

27∙5 miles is half-way between 25 and 30 miles.
So, 27∙5 miles converts to 44 km.
1 Interpret line graphs
Think together
➜ pages 8–11 1. 10 miles is equivalent to 16 kilometres.
20 kilometres is equivalent to 12∙5 miles.
Discover There are 1∙6 kilometres in 1 mile.
1. a) The temperature increased by 3 °C. 2. a) The shadow was 10 m long between 8:45 and 9 am,
b) It
 was 1 °C just before 7:15 am. approximately at 8:52 am.
A reasonable estimate would be 7:10 am. b) Between 18 m and 20 m.
Think together 3. a)
1. Approximately 2 hours 50 minutes . Accept any
answers from 2 hours 45 minutes to 3 hours.
2. Day 1 Day 2 Day 3
38∙7 37∙75 37∙1

Inches
3. a) She takes 4 minutes. Children should be able 30

to tell you that they know this because the line

20
flattens out.
She stays 10 minutes. 10
The shop is 250 m from her home.
0
b) The vertical axis is labelled ‘distance walked’ not 0 250 500 750
‘distance from home’. Millimetres (mm)

b) 25 inches = 635 mm 1 m = 40 inches

800 mm = 31∙5 inches 6 ft = 1∙8 m
2 Draw line graphs 15 inches = 38 cm

➜ pages 12–15
3 Advanced bar charts
Discover
1. a) ➜ pages 16–19
Miles Kilometres
5 miles 8 km Discover
10 miles 16 km 1. a) Each bar is split to show the results for children in
15 miles 24 km Year 5 and also for children in Year 6.
20 miles 32 km b) Football is the most popular club overall.
Basketball is the most popular choice for children
25 miles 40 km
in Year 6.

48
Think together
46 1. a) 2013, 2018, 2023
44
b) 4,000 evergreens were planted in total.
42
40 c) Approximately 1,600 deciduous (just under
38 half-way between 1,500 and 1,750).
36
34
2. a) 25 households have fewer than 11 pets.
32 b) 1 household has more than 16 pets.
30
28
3. Various responses are possible, for example:
26 A: How much screen time do Year 2 spend in school A
24
(or B)?
22
Kilometres

20
What is the total screen time recorded for school A?
18 Which year group has more screen time in every
16 school?
14
12
B: How does the graph show which year group has
10 less screen time?
8
6
C: What is the total screen time recorded for school B?
4 How much more screen time does Year 6 have than
2 Year 2 in school C?
0
5 10 0 15 20 25 30
Miles

© Pearson Education Ltd 2023 1

 Year 6 Textbook 6C Unit 12 – Statistics

4 Understand and complete Think together

pie charts 1. Singing: true. More than a quarter of the children in

class 1 chose singing, whereas less than a quarter of
the children in class 2 chose singing. 4 out of 12 is
➜ pages 20–23
more than 4 out of 20.
Musical statues: false. Although the section
Discover
representing musical statues is a quarter of each pie
1. a) The pie chart shows most clearly that no activity chart, it shows 3 (out of 12) for class 1 and 5 (out of
received half the votes. 20) for class 2. So more children chose musical statues
b) in class 2 than in class 1.
Tally chart Bar chart Pie chart 2. 2 voted for rock and 2 voted for rap.
Advantages Can fill it in while Easy to compare Very easy to
you collect data. which is most compare the parts 3. a) 6 more people danced; 18 people did not sing.
Easy to draw. and least. with the whole.
Easy to see 5s. Can use the scale to b) juggling
work out how much (1) comedy
more or less.
(2)
Disadvantages Have to count to Does not show the Not always easy to
compare. whole clearly. compare the parts.
Does not show the Can be difficult to singing
whole clearly. draw accurately.
(2)

Think together
dancing
1. (3)
swimming

cricket
6 Pie charts and fractions (1)
football
➜ pages 28–31
cycling

Discover
14 7
1. a) = 12
24
2. a) The team won 4 more gold medals than silver. 7
1
Emily sleeps for 12 of each day.
b) Bronze medals are about 4 of the total medals. 4
b) Ebo is not correct. Emily spends 24 of the day
c) 67 medals were won in total. eating.
4 1
3. Pie chart C. The cat is just under half of the total 24 = 6 of the day
number. Think together
1
1. 2 of Emily’s time is spent sleeping.
5 Read and interpret pie charts 4 1
= 6 of Emily’s time is spent eating.
24
8 1
➜ pages 24–27 24 = 3 of Emily’s time is spent playing.
2.
Discover school
(2) sleeping (3)
1. a)
pirates (3)

superheroes
(5)
playing (2)
eating (1)

cats (3)
princesses (1)
Each section represents 3 hours.
1
b) 8 of Emily’s time is spent eating.
superheroes
3
(4) 8 of her time is spent sleeping.
pirates 1
(1) 4 of her time is spent at school or playing.

cats (2) princesses (1)

© Pearson Education Ltd 2023 2

 Year 6 Textbook 6C Unit 12 – Statistics

3. a) A good estimate that add to 1 is: 8 Pie charts and percentages

1
Ask for help 2
Try to fix it
3 ➜ pages 36–39
10
3
Use a different device 20 Discover
1
Do something else 20
2
1. a) Nitrogen and Argon both = 2% = 100 1
= 50
You can use the fractions to work out the value of 96
each section. Carbon dioxide = 100% - 4% = 96% = 100 = 24
25
1
b) Oxygen = 100% – 78% – 1% = 21%
2 of 80 = 40
1 20
=
5 100
= 20%
3
10 of 80 = 24
Aki’s estimate is just 1% too small.
3
20 of 80 = 12
Think together
1
20 of 80 = 4
1. Salt water = 70%
Total = 80 Land that can be farmed = 15%
b) It is difficult to tell accurately, but it does seem that Desert = 5%
more adults than children would use a different Mountain = 5%
device. The size of the section does not show this, Snow/ice = 5%
however, as one pie chart represents 80 adults 2. More than one third of his food is bread = true
1
and the other only 30 children. So the size of the 35% > 33% = 3
segments cannot be compared directly. Out of every 250 g, 50 g was cheese = true
3 50 1
Approximately 10 of 30 children = 9 children would 250 = 5 = 20%
3
use a different device and 20 of 80 = 12 adults 1
3 of his food was fruit and vegetables = false
would ask for help. 1
15% + 10% = 25% = 4 not 3
1

He ate three times as much pasta as eggs = true

Eggs = 100% − (35 + 20 + 15 + 15 + 10)% = 5%
7 Pie charts and fractions (2) 3 x 5% = 15%
1
➜ pages 32–35 3. a) 36° = 10%, 72° = 20%, 90° = 4 = 25%
Jogging = 100% − 55% = 45%
Discover Or 360° – (90 + 72 + 36) = 162°
162 9 45
1. a) 5 days were sunny in London. 360 = 20 = 100 = 45%
b) 26 days were sunny in Cyprus. 45% of people preferred jogging.
1
b) 90° = 4 = 240
Think together 240 × 4 = 960 in total
1
1. a) 2 of the class like fish fingers. 72 1
72° = 360 = 5 = 20%
1
6 of the class like popcorn. 20% of 960 = 192
1 192 people liked team sport.
3 of the class like strawberries.
b) 24 people were asked.
1 1 1 1
3 = 6 + 6 so 6 = 4 items
4 × 6 = 24 9 Introduction to the mean
2. 36 children said the winter holidays.
➜ pages 40–43
45 ÷ 5 sections = 9 people per section
9 x 4 sections = 36 people
Discover
1
3. a) Class 5 collected 4 of 20 kg = 5 kg of paper.
1. a) The mean (average) number of marshmallows on a
Class 6 collected 10 kg of metal which is just under
stick is 9.
half of their total.
Class 6’s total must be more than 20 kg. b) The mean (average) number of marshmallows on a
1 stick is 11.
Class 6 collected more than a 4 of 20 kg.
Children may use an approximate fraction Think together
representing the metal in Class 6 and work out the
1 1. The mean (average) number of marshmallows is 8.
total for Class 6 from that: 3 = 10 kg, so the total is
2 1
30 kg; 5 = 10 kg so the total is 25 kg. 4 of 30 kg and 2. a) The mean number of cubes in each group of towers
1
25 kg > 4 of 20 kg. is 6.
b) The section is a bit less than treble 3∙5, 10∙5 kg. b) The mean number of cubes in each group of
An answer between 9 kg and 10 kg is a good towers is 6.
approximation. Both sets have 30 cubes in total shared between
5 towers.

© Pearson Education Ltd 2023 3

 Year 6 Textbook 6C Unit 12 – Statistics

3. a) Lee made towers of 8, 4 and 9 cubes, moving the End of unit check
cubes around to make towers of equal height.
Isla had added up the three numbers then divided ➜ pages 52–53
by 3, the number of numbers.
b) Children should know to use Isla’s method 1. B
because making towers of those heights
would not be practical. 2. D
The mean height of the four children is 130 cm. 3. B
4. D
10 Calculate the mean 5. 7·5 km

➜ pages 44–47

Discover
1. a) Ambika’s mean score is 6.
Jamie’s mean score is 6·5.
Jamie had the higher mean score.
b) Ambika received the highest mark, but also
the lowest mark.
Her most common mark was 5.
Jamie was more consistent. The judges all
gave similar marks.
Her most common mark was 6.
Think together
1. Mo’s mean score is 7. Danny’s mean score is 5·2.
Mo had the higher mean score.
Danny had more scores to count.
2. Amelia’s mean jump height is 1·3 m.
Richard’s mean jump height is 125 cm.
Luis’ mean jump height is 1·2 m. Children may give
the answer 0·8 m if they include the no jump.
3. All of the mean scores are 2.

11 Problem solving – mean

➜ pages 48–51

Discover
1. a) The fifth snake must be 15 cm long.
b) The new snake is 26 cm long.
Think together
1. The height of the sixth tower is 6.
2. The mass of the last snake is 1·1 kg.
3. Three numbers with a mean of 11: any three
numbers with a total of 33.
For example, 9, 11, 13 or 8, 12, 13.
Five numbers with a mean of 10: any five numbers
with a total of 50.
For example, 2, 8, 10, 13, 17 (including 10) or
3, 8, 9, 13, 17 (not including 10).
Four numbers with a mean of 10 (total = 40) and
a difference of four between highest and lowest
numbers: only one answer of 8, 9, 11, 12.

© Pearson Education Ltd 2023 4

 Year 6 Textbook 6C Unit 13 – Geometry – properties of shapes

Unit 13 – Geometry – 3. a) a = 25° (vertically opposite angles); c = 75°

(vertically opposite angles); b + 25° + 75° = 180°
properties of shapes (angles on a straight line), so b = 80°; d = b = 80°
(vertically opposite angles).
b) a = 38° (vertically opposite angles); 38° + b = 180°
1 Measure and classify angles (angles on a straight line), so b = 142°;
c + 38° + 90° = 180° (angles on a straight line),
➜ pages 56–59 so c = 52°.
c) Interior angle of regular pentagon = 108°; x = 108°
Discover (vertically opposite angles).
1. a) A = 45°, B = 110° (the only obtuse angle) and
C = 50°
b) Max
 has read the wrong scale. He started from 3 Angles in a triangle
the wrong side. He needs to measure the angle
between the two lines. ➜ pages 64–67
Think together
Discover
1. a) 34°
b) 103° 1. a) A triangle cannot have two obtuse angles because
c) 180° two sides of the triangle will never meet.
b) Ambika’s solution is incorrect. The right angle is
2. From smallest to largest: C (55°), A (75°), D (120°), correct, but both of the other angles are acute, so
B (135°) they cannot be 130° and 140°. Ambika has not
3. Shape A: A-E = 108° each solved the challenge; it is not possible.
Shape B: A = 56°, B = 102°, C = 90°, D = 61°, E = 231° Think together
1. a) The angles have all been measured correctly.
2 Vertically opposite angles b) The angle labelled as 60° actually measures 40°.
c) The angle labelled as 60° actually measures 40°.
➜ pages 60–63 2. Children should accurately draw the triangle and
measure the angle as 90°.
Discover 3. a) The three angles always form a straight line, no
1. a) Experiment 3: b = 40°, c = 140°, d = 40° matter the order in which they are arranged.
b) Children could take one of the diagrams and write b) Children should conclude that the angles in a
down the pairs of angles that lie on a straight line triangle always add up to 180°.
and add up to 180°. This shows that two opposite
angles must be equal. For example, if b + c = 180°
and b + a = 180°, then a = c (vertically opposite 4 Angles in a triangle –
angles). missing angles
Think together
1. a) b = 100° (vertically opposite angles); ➜ pages 68–71
a + 100° = 180° (angles on a straight line),
so a = 80°; c = a = 80° (vertically opposite angles). Discover
b) e = 43° (vertically opposite angles); d + 43° = 180° 1. a) b = 70° and c = 60°.
(angles on a straight line), so d = 137°; f = d = 137° b) x = 15° and y = 85°. Angles in a triangle add up to
(vertically opposite angles). 180°, so z = 180° – 15° – 85° = 80°.
c) h + 62° = 180° (angles on a straight line), so
Think together
h = 118°; angles g and i cannot be found using the
information given. 1. a) a + 30° + 70° = 180°, so a = 80°.
b) b + 55° + 110° = 180°, so b = 15°.
2. Children should draw several pairs of straight lines
c) c + 38° + 90° = 180°, so c = 52°.
that cross at different angles and use a protractor to
show that vertically opposite angles are equal. 2. a = 60° and b = 30°.

© Pearson Education Ltd 2023 5

 Year 6 Textbook 6C Unit 13 – Geometry – properties of shapes

3. a) To find a: third angle in triangle = 70°; 6 Angles in quadrilaterals

a + 70° = 180° (angles on a straight line),
so a = 110°. ➜ pages 76–79
To find b: third angle in triangle = 55°;
55° + b = 360° (angles around a point), so b = 305°. Discover
To find c: third angle in right-hand triangle = 30°;
angles in whole outer triangle are now 1. a) The shape in step 1 is a rectangle. (It has two pairs
30° + 30° = 60° and 70°, so third angle = 50° of parallel sides and four right angles. The angles
(angles in a triangle). total: 90° + 90° + 90° + 90° = 360°.)
b) Children should create an angle puzzle that After step 2, a trapezium is left. (It has one pair of
requires finding a missing angle in a diagram using parallel sides, two right angles and sides of different
the fact that angles in a triangle add up to 180°. It lengths. The angles total:
may also use the fact that angles on a straight line 60° + 120° + 90° + 90° = 360°.)
add up to 180°. After step 3, an isosceles trapezium is left. (It has
two pairs of equal angles and one pair of parallel
sides. The angles total:
5 Angles in a triangle – special 60° + 120° + 60° + 120° = 360°.)
b) The left-over triangles can make one of three
cases quadrilaterals and two triangles.
150°
30°
➜ pages 72–75
30°
150°
Discover
60° 60°
1. a) The two lengths are equal, so they form isosceles 120° 120°
triangles. Angles a and b both equal 75°. Angles c 120°

and d both equal 40°. 30° 30° 60°

60° 60°
b) There
 are two possible solutions:
The 80° angle could be the angle between the Think together
equal sides. The other two angles would be 50°.
1. A parallelogram is left. There are always 360° in
The 80° angle could be one of the equal angles.
a parallelogram. The angles total:
The other angle would be 20°.
60° + 120° + 60° + 120° = 360°.
Think together
2. a) 75° + 105° + 75° + 105° = 360°
1. a) Isosceles triangle, so base angles are equal: b) 115° + 115° + 65° + 65° = 360°
180° – 28° = 152°; 152° ÷ 2 = 76°. c) 73° + 90° + 90° + 107° = 360°
b) Isosceles triangle, so base angles are equal: d) 101° + 79° + 101° + 79° = 360°
180° – 112° = 68°; 68° ÷ 2 = 34°.
3. Children should notice that opposite angles in each
c) Isosceles triangle, so base angles are equal:
shape are equal, and that the pairs of angles next to
180° – 70° – 70° = 40°.
each other in each shape add up to 180°.
2. There are many possible answers; the triangle must
have two sides of length 75 mm and the three angles
must add up to 180°. 7 Angles in polygons
3. To find a, b, c and d: a + b + 30° = 180° (angles in
a triangle), so a = b = 75° (base angles in isosceles ➜ pages 80–83
triangle are equal); d = 54° (base angles in isosceles
triangle are equal), so c = 180° – (2 × 54°) = 72° Discover
(angles in a triangle). 1. a) The angles in Lexi’s quadrilateral have a total of
To find e: third angle in triangle = 40 + 80 + 165 + 75 = 360°.
180° – (2 × 20°) = 140° (angles in a triangle); b) Children may notice that any quadrilateral can be
e + 90° + 140° = 360° (angles at a point), so e = 130°. split into two triangles, so the total of all the angles
To find f: angle in square = 90° and angle in in a quadrilateral must be 180° × 2 = 360°.
equilateral triangle = 60°; 90° + f + 60° = 180°
(angles on a straight line), so f = 30°. Think together
1. a) 360° – 120° – 95° – 60° = 85°
b) 360° – 98° – 87° – 72° = 103°
c) 360° – 90° – 30° – 30° = 210°
2. a) Two angles: one of the side angles (which are
equal) and one of the other two.
b) Any one of the angles.

© Pearson Education Ltd 2023 6

 Year 6 Textbook 6C Unit 13 – Geometry – properties of shapes

3. Hexagon: 6 sides, 4 triangles, 180 × 4, 720° Think together

Heptagon: 7 sides, 5 triangles, 180 × 5, 900° 1. Children accurately measure the radius in cm:
a is an angle in a regular pentagon, so a) 12 cm
a = 540° ÷ 5 = 108°. b) 17.5 cm
b is an angle in a regular hexagon, so
b = 720° ÷ 6 = 120°. 2. Alex can form an isosceles triangle, a right-angled
c is an angle in a regular heptagon, so triangle or an equilateral triangle.
c = 900° ÷ 7 = 128.57° (to 2 decimal places). 3. a) Children may notice that the angle at the
circumference of the circle is 90° in both cases.
Children may also point out that the other two
8 Circles angles add up to 90°.
b) Children may notice that if a + a + b + b = 180°,
➜ pages 84–87 then a + a = 90° and b + b = 90°. So, a + b = 90°,
showing that the angle at the circumference is a
Discover right angle.
1. a) Three children will form a triangle around Amelia.
Four children will form a quadrilateral. As more
children join, the shape will have more vertices and 10 Draw shapes accurately
it will start to form a circle.
b) The second class will form another circle. The ➜ pages 92–95
radius will be 6 m, so it will be larger.
Think together Discover
1. Children accurately measure the radius in cm: 1. a) Children should accurately draw a square with a
a) 2 cm side length of 12 cm, using a ruler and protractor.
b) 3 cm b) Each new shape should form a square, with the
following measurements:
2. Children should accurately copy the design with the
measurements given. 8.5 cm 6 cm

3. Children accurately measure the radius in cm: 4.2 cm

a) 3.1 cm
b) 5 cm
c) 2.9 cm
Think together
9 Parts of a circle 1. a) to c) Children should accurately draw the lines and
angles using a ruler and protractor.
➜ pages 88–91 2. Children should accurately draw the shape using a
ruler and protractor.
Discover 10 cm

1. a) There are different methods to measure the

circumference of a wheel. 135°
Method 1: Wrap a piece of rope or string around 11.3 cm
8 cm
the circumference, then unwrap it and measure it
in a straight line.
Method 2: Choose a point on the wheel and roll it 45°
until the point returns to the starting position.
18 cm
The distance it has rolled is the circumference.
b) The circumference of the wheel (the distance
around the edge of the wheel) is always longer
than its radius or diameter. 3. a) Each line on the grid should have an equal length
line drawn opposite it, parallel to it. All the sides
should join together to create four vertices.
b) Each line on the grid should have an equal length
line drawn opposite it, parallel to it. All the sides
should join together to create four vertices.
c) There are several possible answers. The shape
should contain two pairs of parallel, equal length
sides.

© Pearson Education Ltd 2023 7

 Year 6 Textbook 6C Unit 13 – Geometry – properties of shapes

11 Nets of 3D shapes (1) 12 Nets of 3D shapes (2)

➜ pages 96–99 ➜ pages 100–103

Discover Discover
1. a) Triangular prism, square-based pyramid and 1. a) The net must fold to make a cube and opposite
tetrahedron (four triangular faces). faces of the dice must total 7. Only net D is correct.
b) There
 are multiple possible nets for a b) There are multiple solutions. The opposite faces
pentagonal-based pyramid. One example has the have been colour coded. Pairs totalling 7 must go
base in the centre and one triangular face on each on the same colour. Here is one solution:
edge of the base.
Think together
1. Only net D will form a cuboid.
2. Pentagonal prism: there are multiple possible
variations. One example is:
Think together
1. Nets A and D correctly form a cube.
2. Diagrams C and D are views of the cube.
3. Reena is correct. There are eleven different nets
that form a cube.

End of unit check

Hexagonal prism: there are multiple possible ➜ pages 104–105
variations. One example is:
1. D
2. C
3. B
4. D
5. D
6. There are multiple possible answers.

Cylinder: there are multiple possible variations. One

example is:

3. Children should draw a regular hexagon with sides of

4 cm and then construct an isosceles triangle off each
side with sides of 4 cm, 8 cm and 8 cm.

© Pearson Education Ltd 2023 8

 Year 6 Textbook 6C Unit 14 – Geometry – position and direction

Unit 14 – Geometry – 2. A should be (-4,1). Mark has put the coordinates in the
wrong order.
position and direction C should be (5,-3). Mark has not read the x-coordinate
correctly.
D should be (0,-2). Mark has put the coordinates in the
1 The first quadrant wrong order.

➜ pages 108–111 3. (1,1), (2,1), (2,1) (1,-1)

Discover
3 Translations
1. a) D is at the coordinate (8,4).
b) The perimeter is 3 × 4 = 12 metres. ➜ pages 116–119
Think together
Discover
1. a) (4,3)
b) (1,2) and (1,6) or (9,2) and (9,6) 1. a) 7
6
2. B (8,4), C (8,7), D (3,7)
5
3. A (13,7), B (4,13) 4
A 3
2
2 Read and plot points in four 1

quadrants –
7 – 6 –5 –4 – 3 –
2 –1 – 0
1
1 2 3 4 5 6 7
–
B
2
➜ pages 112–115 –
3
–
4
Discover –
5
1. a) The coordinates of ship A are (-3,-2). –
6
–
The coordinates of ship B are (3,-1). 7

b) y b) Shape A has been translated 2 units left and 7

units down onto shape C.
4
7
3 6
2 5
1 4
A 3
– – – –
0 x
4 3 2 1 0 1 2 3 4 2
–
1 1
–
2 –
7 –6 – 5 – 4 –3 –
2 –1 – 0 1 2 3 4 5 6 7
–
3 1
–
–
2
4 –
3
–
4
Think together C –
5
1. a) A (5,-2); B (-4,-2); C (-3,3); D (3,2) –
6
b) y
–
7
6
2
5
1 Think together
4 1.
3
2
1

– – – – – –
0 x
6 5 4 3 2 1 0 1 2 3 4 5 6
–
1
–
3
2
–
3
4 –
4
–
5
–
6

© Pearson Education Ltd 2023 9

 Year 6 Textbook 6C Unit 14 – Geometry – position and direction

2. Shape F has been translated 2 units right and 5 units b) y

down to become shape G. 7

H 2 2 D
6
3. a) 7y 4 4
G 5 C
6
4
5 E1 1A
3
F B
4 3
2 3
3 1
2 – – – – x
–
7 –6 5 4 –3 2 1 0 1 2 3 4 5 6 7
1 –
1
x Think together
–-7 – – –
7 –6 5 4 3
–
2 –1 – 0 1 2 3 4 5 6 7
1 1. a)
–
2
–
3
–
4
–
5
–
6
––
77

b) Possible answers: 5 right 1 down, 3 right 1 up,

5 right 2 up or 7 right.

4 Reflections
➜ pages 120–123

Discover
1. a) y b)

7
D
6
5 C
4
3 A
6 B 5
2
3 3
1 2. a) and b) y
x
–
1 –0 1 2 3 4 5 6 7 5
1
– 3 3 4
2
6 F 5 3
–
3 E
–
4 2
–
5 1
– G x
6 -7 –6 –5 –4 –3 2 1 –0
– –
1 2 3 4 5 6 7
–
7 H 1
–
2
–
3
–
4
–
5
–
6

© Pearson Education Ltd 2023 10

 Year 6 Textbook 6C Unit 14 – Geometry – position and direction

3. 7y
6
5
4
3
2
1
– – x
6 – 5 –4 –3 –2 1 0 1 2 3 4 5 6 7
–
1
–
2
5 Solve problems with
coordinates
➜ pages 124–127

Discover
1. a) The coordinates of vertex C are (4,5).
The coordinates of vertex D are (1,5).
b) The
 missing coordinates for shape Q are:
F (6,-5), G (6,-2) and H (3,-2).
Think together
1. a) Point B (4,1)
Point C (4,4)
b) Point E (-6,-5)
Point F (-3,-5)
Point G (-3,-2)
2. a) The coordinates of point C are (3,2).
b) B has moved to (-2,7).
C has moved to (-1,4).
3. C (1,0); D (3,0); E (1,5)

End of unit check

➜ pages 128–129

1. D
2. C
3. A
4. C
5. (9,4)

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 Year 6 Textbook 6C Unit 15 – Problem solving

Unit 15 – Problem 3. a) It was 12 degrees warmer.

b) The temperature at 7 pm is −1 °C.
solving 4. −6 is half-way between −30 and 18.

1 Problem solving – place value

3 Problem solving – addition
➜ pages 132–135 and subtraction
Discover ➜ pages 140–143
1. a) C A B D
5,238 5,837 6,068 6,164 Discover
1. a) Th H T O
5,000 5,250 5,500 5,750 6,000 6,250 6,500 6,750 7,000

b) City A: 5,837 rounds up to 6,000. 1

2 1
6 8
9 1
2
City B: 6,068 rounds down to 6,000.
City C: 5,238 rounds down to 5,000. – 8 7 5
City D: 6,164 rounds down to 6,000.
1 8 1 7
The distance from Paris to cities A, B and D
rounds to 6,000 km.
Think together
Th H T O
1. a) D B A C

900,000 1,000,000 1,100,000 1,200,000 1 8 1 7

b) 924,500  942,000  1,025,000  1,150,000 + 1 9 7 5
2. Multiple of 5 Less than 10,000
3 7 9 2
1 1

12,750 6,551 There are 3,792 trees in the forest now.

500 b) 1,975 − 875 = 1,100
4,000 − 800 − 75
20,615

10,001
1,100 1,900 1,975
3. Section A: a number between 3,000 and 4,000 is not 2,692 + 1,100 = 3,792
possible with these digits.
Section B: 4,605 is the only possible number. + 100 + 1,000
Section C: 5,406 or 5,460.
Section D: 6,540

2,692 2,792 3,792

2 Problem solving – negative There are 3,792 trees in the forest now.
numbers The numbers are suitable for Max to work it out
mentally with the aid of a number line.
➜ pages 136–139 Think together
Discover 1. a) £3,100 in 2023 – £1,800 in 2021 = £1,300 more was
raised in 2023 than in 2021.
1. a) The value of A is −100. b) Fun run total is £4,100.
The value of B is 60. Singing total is £3,400.
b) The value of the half-way point between A and B The difference in the totals is £700.
is −20.
2. Triangle = 2,000
Think together Square = 299
1. a) The inside temperature is 30 °C.
b) The outside temperature is −15 °C.
2. 26, 14, 2, −10, −22, −34

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 Year 6 Textbook 6C Unit 15 – Problem solving

3. a)  TTh Th H T O b) T O •Tth Hth Think together

5 3 6 4 6 9•8 5 1. 120 mm
+ 6 5 3 9 – 2 3•5 6 2. 108 mm
538 – (2 × 90) – (2 × 120) = 108 mm
1 1 9 0 3 4 6• 2 9
3. A, D or E
4. 1 tin = 320 g
4. Pen = 65p Rubber = 45p Mass of both sides is 6 × 448 = 2,688 g.
The right hand balance is 1 box + 7 tins.
The mass of 7 tins is 2,688 – 448 = 2,240 g.
4 Problem solving – four 1 tin = 2,240 ÷ 7 = 320 g
operations (1)
➜ pages 144–147
6 Problem solving – fractions

Discover ➜ pages 152–155

1. a) A puzzle book costs £7·50. Discover

A computer game costs £7·50 + £12·50 = £20. 5 5 2 3
b) Isla can buy 3 boxes of pencils for £35. 1. a) Bella won the race because 6 > 8 > 5 > 8 .
She will have £5 left over. b) Olivia and Bella collected 5,800 ml of water in total.
Think together Think together
13
1. Whistle = £1·10 Car = £1·95 1. Bella collected 30 of a bucket more than Mo.
5 2 25 12 13
2. The large bag is 6 kg more than the small bag. 6 – 5 = 30 – 30 = 30
75 small = 600 kg 60 large = 600 kg 3
2. Danny collects 8 of a bucket.
1 small = 4 kg 1 large = 10 kg
3. B has the greatest area shaded.
3. a) Children pay £27·75, £13 for the coach and £14·75 2
A and C both have 5 shaded.
for the ticket.
b) They do not pay enough because the actual cost is
7
15 >5 (
2 2
5 = 15
6
)
£13·45 which rounds down to £13. 4. Olivia started with £12·50.
They pay 45p less per person than the actual cost 2
She spent £5 which is 5 of her money.
of the coach. 1
5 = £2·50
4. x = 50 cm 1
Perimeter of the square is 120 cm × 4 = 480 cm. 5 × 5 = 5 × £2·50 = £12·50
Perimeter of rectangle is 480 ÷ 3 = 160 cm.
Two sides are 30 cm, two sides are x cm.
160 – (2 × 30) = 100 cm 7 Problem solving – decimals
x = 100 cm ÷ 2 = 50 cm
➜ pages 156–159

5 Problem solving – four Discover

operations (2) 1. a) The price of one child ticket is £4·30.
b) The cinema takes £103·20 more when the front row
is filled with adults.
➜ pages 148–151
Think together
Discover 1. The mass of one carton is 0·78 kg.
1. a) 120 − (35 × 2) 6·65 kg – 0·41 kg = 6·24 kg is the mass of 8 cartons.
The mass of 1 carton is 6·24 kg ÷ 8 = 0·78 kg.
120 − 70 = 50, so = 50. 2. The row is 30·05 m long.
2 = 120 − 70 = 50 48 × 0·6 + 1·25 = 30·05 m
is half of 50, so = 25. 3. 0·35 is the closest to 0·4.
4. 3·15 and 3·85
b) 

row: 70 + 100 + 70 = 240 column: 70 + 50 +

50 + 70 = 240
Lexi is correct, because doubling the totals is the
same as adding the values in the row or column
twice.

© Pearson Education Ltd 2023 13

 Year 6 Textbook 6C Unit 15 – Problem solving

8 Problem solving – 2. Jamilla runs faster.

Max runs 15 laps in 45 minutes, so 3 minutes per lap.
percentages Jamilla does 30 laps in 86 minutes, which is less than 3
minutes per lap (2·867 minutes).
➜ pages 160–163 Jamilla runs twice as many laps as Max but does not
take quite twice as much time as Max.
Discover
3. The company spent £10,780 in total.
1. a) Jen pays £360 for her computer. (3 × 12) + 8 months = 44 months
b) The full price of Amal’s television is £440. 44 × £245 = £10,780
Think together 4. The next time they will both depart together is at 11:45.
1. The full price of the monitor stand is £60. There is 3 hours 45 minutes between each time they
£42 is 70%   £42 ÷ 7 = £6 = 10% depart together, so 15:30 then 19:15.
£6 × 10 = £60 = 100% = the full price
2. The percentage of total children customers is 40%. 11 Problem solving – time (2)
The number of adults customers is 1,050.
40% = 700, so 10% = 175
➜ pages 172–175
60% = 6 × 10% = 6 × 175 = 1,050
3. a) B matches all the fractions and percentages. Discover
b) 25% of B is unfilled. 1. a) Sofia will have to wait 22 minutes for her train.
4. Alex was the winner with 40% of the votes. b) The bus leaves Winbeech at 10:54.
2
5 = 40% Think together
Luis got 100% - 40% - 35% = 25% of the votes.
1. They pay £19·95 in total.
1 hour 40 mins = 5 twenty minute sessions:
9 Problem solving – ratio and 5 × £2·95 = £14·75
2 rackets: 2 × £2·60 = £5·20
proportion 2. a) 6 hours 45 minutes
b) 3 hours longer on a Saturday than on a Sunday.
➜ pages 164–167
3. a) 08:30 b) 2 hours 15 minutes
Discover 4. Toshi swims faster.
1. a) Andy has 48 stickers in total. Holly swims 630 m in 45 minutes = 1,260 m
b) There are 25 packets of stickers in the box. in 90 minutes.
Toshi swims 1,280 m in 90 minutes.
Think together Other answers could include the speed per minute:
1. a) The train is 15 m long. Holly: 14 m per minute
b) The sticker is 8 cm long. Toshi: 14·22 m per minute
Or per hour using ratio and proportion:
2. 10 spoons of honey.
Holly: 630 ÷ 3 × 4 = 840 m per hour
3. a : b = 2 : 5 Toshi: 1,280 ÷ 3 × 2 = 853·33 m per hour
4. a) 24 small slabs
b) 9 large slabs
12 Problem solving – position
and direction
10 Problem solving – time (1)
➜ pages 176–179
➜ pages 168–171
Discover
Discover
1. a) Vertex A is (4,5). Vertex B is (10,15).
1. a) 3 more appointments can be made in the b) (24,15), (18,5) and (24,5)
afternoon than in the morning.
b) The date of the previous dental clinic was 14 April. Think together
Think together 1. a) (−14,9), (−10,9)
b) A (6,9)  B (10,19)  C (14,9)
1. a) 55 minutes
b) 11:50 am 2. P (20,12)  T (60,36)
3. a) (6,−6)
b) (−4,−2)

© Pearson Education Ltd 2023 14

 Year 6 Textbook 6C Unit 15 – Problem solving

13 Problem solving – properties End of unit check

of shapes (1)
➜ pages 188–191
➜ pages 180–183
1. E, B, A, C, D
Discover 2. −7° C
1. a) Angle a is 58°. 3. x = 52° y = 30°
(180 – 116) ÷ 2 = 32°, 90° – 32° = 58° 4. £19,700
b) Angle b is 116°. 1
5.
Share uses angle facts for triangles and 10
straight lines. 6. 42 cm
Children could also use facts involving 7. Class 1 Class 2 Class 3 Total
parallel lines:
Cake sale £27.50 £40.71 £32.29 £100.50
Angle b is an alternate angle to the one Fun walk £53.80 £45.20 £65 £164
marked 116°, so is also 116°. £264.50

Think together 8. Raspberries = 40% of 800 g = 320 g

1. a) Angles a and b are both 48°. Or, strawberries = 200 g, cherries = 280 g,
b) Angles c and d are both 96°. raspberries = 800 g – 480 g = 320 g.
c and d are opposite angles, so they are equal. 9. 30 books altogether.
2. m = 73° 12 story books + 18 picture books
n = 285° 10. 35 minutes
3rd angle in triangle = 180 – 32 – 73 = 75°.
360° – 75° = 285°
3. a = 95° b = 190° c = 75°
4. x = 116° y = 58° z = 58°

14 Problem solving – properties

of shapes (2)
➜ pages 184–187

Discover
1. a) Each angle in a regular pentagon is 540° ÷ 5 = 108°.
b) Angle a is 72°.
Angle b is 36°.
Think together
1. Each angle in a regular hexagon is 720° ÷ 6 = 120°.
Angle x = 180° – 120° = 60°.
Angle y = 180° – 60° – 90° = 30°.
2. Angle a = 26° (540° – sum of all the other angles)
3. For quadrilaterals the angle sum is 360°.
Parallelogram: angle a = (360° – 260°) ÷ 2 = 50°.
Trapezium: angle a = 360° – 180° – 130° = 50°.
4. Angle a = 180° – 108° – 60° = 12°.

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