Year 6 Textbook 6B Unit 7 – Ratio and proportion

Unit 7 – Ratio and 3 Use ratio

proportion ➜ pages 16–19

1 Use ratio language Discover

1. a)
➜ pages 8–11

Discover
1. a) For every 1 adult there are 3 children.
b) For every 3 bananas there are 2 apples.
For every 2 apples there are 3 bananas.
Think together Walk Bus
1. For every 2 cheese sandwiches, there is 1 cucumber 12 8
sandwich. b) Children could draw a table or divide 12 by 3 and
For every 1 cucumber sandwich, there are 2 cheese multiply the answer by 2.
sandwiches. 8 children catch the bus.
2. Danny is correct. 8 : 6 simplifies to 4 : 3. Think together
3. a) Both towers have 1 red cube with more than 1 1. There are 5 children not wearing a bib.
yellow cubes. The ratio of bib to no bib is 2 : 1.
The shorter tower has 1 red cube and 2 yellow cubes. If the 2 parts = 10, then 1 part will equal 5.
The taller tower has 1 red cube and 6 yellow cubes. 0÷2=5
3
b) 5 of the tower is red. 2. a) There are 15 squares.
2 1 : 3 = 5 : 15
5 of the tower is yellow.
The number of triangles has increased 5 times, so
the number of squares must also increase 5 times.
2 Introduce the ratio symbol 5 × 3 = 15
b) There are 6 triangles.
➜ pages 12–15 1 : 3 = 6 : 18
The number of squares has increased 6 times
Discover (18 ÷ 3 = 6), so the number of triangles must also
increase 6 times.
1. a) There are 6 stars and 9 suns. 6×1=6
On the t-shirt, for every 2 stars there are 3 suns.
b) On Emma’s next t-shirt, for every 1 star there are 3. a) They need 10 leaves.
3 suns. The ratio of conkers to leaves is 3 : 2.
The ratio of stars to suns is 1 : 3. There could be 15 conkers ÷ 3 = 5 groups of 3 conkers
1 star and 3 suns, 2 stars and 6 suns, 3 stars and 5 groups of 2 leaves = 5 × 2 = 10 leaves
9 suns and so on. b) 20 is not divisible by 3 so only 18 conkers can be
used to make complete groups.
Think together 18 ÷ 3 = 6 groups of 3 conkers
1. a) For every 1 square there are 2 circles. 6 groups of 2 leaves = 6 × 2 = 12 leaves
Or the ratio of squares to circles is 1 : 2. They need 12 leaves with 18 conkers.
b) For every 2 squares there are 5 circles.
Or the ratio of squares to circles is 2 : 5.
2. Zac and Jamilla are correct, as the number of trucks 4 Scale drawing
is double the number of cars, so if there are 12 cars
there will be 24 trucks. ➜ pages 20–23
Lexi is incorrect. She has mistakenly added the two
parts of the ratio together, confusing it with the Discover
2 1
fraction of the trucks ( 3 ) and of the cars ( 3 ). 1. a) The row of trees is 8 m long in real life.
3. Both rectangles have the same ratio. For every 1 white b) The perimeter of the sandpit is 28 m in real life.
square there are 3 red squares. Think together
The ratio of white to red squares is 1 : 3.
1 1. a) The length of the flower bed is 30 m in real life.
In both rectangles the fraction of white squares is 4
4 6 1 The width of the flower bed is 15 m in real life.
( 16 and 24 both simplify to 4 ).
3 b) The length of the path is 27·5 m in real life.
In both rectangles the fraction of red squares is 4
12 18 3
( 16 and 24 both simplify to 4 ).
The rectangles are different sizes.

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 Year 6 Textbook 6B Unit 7 – Ratio and proportion

2. The distance is 90 m in real life. 2. The scale factor is 10.

3. a) Kate is correct. The second plan is 1 cm to 200 cm. 1·5 × 10 = 15 or 15 ÷ 1·5 = 10.
200 cm = 2 m, so 1cm : 2m is the same as 3. a) a : b = 1 : 2
1 cm : 200 cm. b) b : c = 1 : 1·5 = 2 : 3
When a scale does not state the units, they are the c) Children should draw 2 shapes where the
same units. dimensions of the second shape are 5 times the
b) The height of the roof is 10 m in real life. dimensions of the first shape.
Children should draw 2 shapes where the
dimensions of the second shape are half the
5 Scale factors dimensions of the first shape.

➜ pages 24–27
7 Ratio problems
Discover
1. a) The scale factor is 2. ➜ pages 32–35
b) The tree is 4 m tall.
Discover
Think together
1. a) The ratio of long to round balloons is 2 : 3.
1. a) The scale factor is 2. b) There are 12 long and 18 round balloons.
b) The scale factor is 3.
c) The scale factor is 7. Think together

2. a) 1. a) 7 children do karate.
Scale factor 2 3 4 5 1 21 ÷ 3 = 7
b) 14 children do tennis.
Number of cubes tall 16 24 32 40 12
21 ÷ 3 = 7
b) The scale factor is 6. 7 × 2 = 14
1
c) The scale factor is 7 2. 2. 154 ÷ (2 + 5) = 154 ÷ 7 = 22
3. a) To enlarge a shape by a scale factor of 2 means all 22 × 2 = 44
the dimensions have been doubled (× 2). 6A raises £44.
b) To enlarge a shape by a scale factor of 3 means all 22 × 5 = 110
the dimensions are trebled (× 3). 6B raises £110.
1
c) To enlarge a shape by a scale factor of 2 means all 3. a) Explanations may vary but answers should focus
the dimensions are halved (÷ 2). on sharing balloons between parts.
Children should draw various pairs of shapes b) For Think together question 1: Children need to
1
to show scale factors of 2, 3 and 2. show the ratio karate : tennis is 1 : 2. The bar model
needs to show a total of 21 with parts of 7 for
karate and 14 for tennis. Children should be able
6 Similar shapes to show they reach the correct answers for this
question.
➜ pages 28–31 For Think together question 2: Children need to
show the ratio 6A : 6B is 2 : 5. The bar models need
Discover to show parts to make £44 for 6A and parts to
1. a) If two shapes are similar, then matching sides are show £110 for 6B. Children should be able to show
all in the same ratio. they reach the correct answers for this question.
Each side of Zac’s larger rectangle is double the
size of his smaller rectangle (the ratio is 1 : 2), so
the rectangles are similar.
8 Problem solving – ratio and
One side of Lexi’s larger triangle is double the size proportion (1)
of the smaller one, but the other (vertical) side is
not doubled (2 × 4 = 8 not 7), so her triangles are ➜ pages 36–39
not in the same ratio and are not similar.
b) Making the vertical side of the larger triangle Discover
8 units would make the triangles similar.
1. a) 48 ÷ 4 × 6 = 72. Toshi needs 72 g of curry paste for
Think together 6 people.
1 1
1. a) The scale factor is 2. b) 3 ÷ 4 × 6 = 4 2. Toshi needs 4 2 peppers for 6 people,
b) The length is 20. so he does not have enough.
c) The dimensions increase 3 times (× 3).
The length will be 30 and the width 24.

© Pearson Education Ltd 2022 2

 Year 6 Textbook 6B Unit 7 – Ratio and proportion

Think together 6. 156 g

1. a) 240 ÷ 12 × 15 = 300. Andy needs 300 g of flour. 1 cube = 80 g ÷ 4 = 20 g
b) 300 ÷ 12 × 10 = 250. Andy needs 250 g of butter. 8 cubes = 160 g
c) 120 ÷ 12 = 10. 200 ÷ 10 = 20. Andy could make 5 spheres = 200 g – 160 g = 40 g
20 cupcakes. 1 sphere = 40 g ÷ 5 = 8 g
7 cubes + 2 spheres = 7 × 20 g + 2 × 8 g = 140 g + 16 g
2. Number of people 3 6 15 30 40 = 156 g
Total cost £7·50 £15 £37·50 £75 £100
7. There are 108 shapes altogether.
63 ÷ 7 = 9.
3. a) 6 × 20 minutes = 120 minutes There are 9 groups of 7 circles, 3 squares and
120 minutes ÷ 3 pairs = 40 minutes 2 diamonds.
Each pair would get 40 minutes. 63 + 9 × 3 + 9 × 2 = 63 + 27 + 18 = 108
b) 120 minutes ÷ 8 pairs = 15 Or there are 12 shapes in the pattern.
Each pair would get 15 minutes. 12 × 9 = 108

9 Problem solving – ratio and

proportion (2)
➜ pages 40–43

Discover
1. a) 200 ml feed = 800 ml water
50 ml feed = 800 ÷ 4 = 200 ml of water
350 ml feed = 7 × 200 = 1,400 ml of water
Sofia needs to add 1,400 ml of water to 350 ml of
tomato feed
b) 1,200 ÷ 3 = 400 ml
The small plant gets 400 ml of feed.
400 × 2 = 800 ml
The big plant gets 800 ml of feed.
Think together
1. 27 ÷ 3 = 9
9 × 2 = 18
There are 18 children with winter birthdays at
the club.
2. 3 × 110 = 330 g
110 + 330 = 440 g
The total mass of the parcels is 440 g.
3. 784 ÷ 7 = 112 km
First day = 1 × 112 = 112 km
Second day = 2 × 112 = 224 km
Third day = 4 × 112 = 448 km
She travels 224 km on the second day.

End of unit check

➜ pages 44–45

1. D
2. A
3. C
4. D
5. C

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 Year 6 Textbook 6B Unit 8 – Algebra

Unit 8 – Algebra Think together

1. a) 3 × 5 + 2 = 17
1 Find a rule – one step Bella has 17 snow globes.
b) The top bar of the model shows the number of
➜ pages 48–51 Amelia’s snow globes as the letter s.
The bottom bar shows the number of Bella’s snow
Discover globes.
c) 3 × s + 2 (or 3s + 2)
1. a) The number of legs is four times the number
of frogs: 2. 7, 10, 25, 25·5, (n + 10) ÷ 2
4 × a (where a is the number of frogs). 3. There are many possible solutions if the first function
b) Where a is the number of frogs, the number of is a multiplication and the second is either an
eyes is 2 × a and the number of mouths is 1 × a. addition or subtraction. For example, × 2 + 2; × 3 + 1;
Think together × 5 – 1.
There is only one solution where an addition is
1. a) Outputs: 3, 6, 9, 12, 15, 36, 3 × n (3n) followed by a multiplication: + 1 × 2.
b) Outputs: 11, 12, 13, 14, 26, 119, n + 10 There are several solutions with an addition followed
2. Number of shells: 6, 12, 18, 24, m × 6 (6m) by a division. For example, + 7 ÷ 2; + 11 ÷ 3.
3. a) Jen’s age: 34, 35, 36, 51, n + 26 There are many possible solutions using a
b) Ebo’s age: 0, 10, 21, 33, y – 47 combination of 2 additions or an addition and a
c) If p is Amal’s age, p + 10 = Mrs Dean’s age subtraction. For example, + 4 – 1; + 1 + 2.
When Amal is 75, Mrs Dean will be 75 + 10 = 85.
p = Mrs Dean’s age – 10
When Mrs Dean is 100, Amal will be 100 – 10 = 90.
4 Substitution (1)
➜ pages 60–63
2 Find a rule – two steps
Discover
➜ pages 52–55 1. a) 5, 10, 15, 20, n × 5 (or 5n)
The rule is 5n which means n × 5.
Discover If n = 13, 5n = 5 × 13 = 65 points
1. a) There will be 7 + n × 2 geese in total (where n is the If the value of n is 13, you will have 65 points.
number of pairs of geese). b) If n = 23, you will have 115 points.
b) No, Richard is not correct because there will never Method 1: 5 × 23 = 115
be exactly 100 geese. The rule adds on a multiple Method 2: 5 × 13 + 5 × 10 = 65 + 50 = 115
of 2 to 7, so the answer will always be an odd Think together
number.
1. a) Number of Points for
Think together
lightning bolts Level 2
1. a) Outputs: 8, 11, 14, 20, 26, 35 collected
b) n × 3 + 5 (or 3n + 5) 1 15 × 1 = 15
2. Money left: 13, 11, 9, 15 – 2 × a (or 15 – 2a) 2 15 × 2 = 30
3. To make 3 squares, 4 + 3 × 2 sticks are used. 3 15 × 3 = 45
To make 4 squares, 4 + 3 × 3 sticks are used.
m 15 × m = 15m
To make n squares, 4 + 3 × (n − 1) sticks are used.
b) When m = 9, points = 135
3 Form expressions When m = 10, points = 150
When m = 11, points = 165
➜ pages 56–59 2. a)
Spikes hit Points remaining
1 100 – 3 × 1 = 97
Discover
1. a) The number of Mo’s badges is d + 6. 2 100 – 3 × 2 = 94
The number of Jamilla’s badges is (d + 6) × 2. 3 100 – 3 × 3 = 91
b) 4 + 6 = 10
Mo has 10 badges. k 100 – 3 × k
(4 + 6) × 2 = 20 badges
Jamilla has 20 badges.

© Pearson Education Ltd 2022 4

 Year 6 Textbook 6B Unit 8 – Algebra

b) When k = 10, 100 – 3 × 10 = 100 – 30 = 70 When m = 24:

When k = 20: 100 – 3 × 20 = 100 – 60 = 40 m + 10 = 24 + 10 = 34
When k = 30: 100 – 3 × 30 = 100 – 90 = 10 m – 30 + 30 = 24
c) When k = 33: 100 – 3 × 33 = 100 – 99 = 1 1 1 1
3 m + 3 m + 3 m = 8 + 8 + 8 = 24
When k = 34: 100 – 3 × 34 = 100 – 102 = – 2 2m + 12 = 2 × 24 + 12 = 60
k = 34 means you lose all your 100 points.
3. a) 2p + 1 2p − 1
Substitute p = 1 2×1+1=3 2×1–1=1 6 Formulae
Substitute p = 15 2 × 15 + 1 = 31 2 × 15 – 1 = 29
Substitute p = 101 2 × 101 + 1 = 203 2 × 101 – 1 = 201 ➜ pages 68–71
Substitute p = 1,213 2 × 1,213 + 1 = 2,423 2 × 1,213 – 1 = 2,425
Discover
Children should notice that the answer is always 1. a) Perimeter of a regular pentagon:
odd because 2p always gives an even number. a + a + a + a + a = a × 5 = 5a
b) Various answers are possible, depending on the Perimeter of a regular hexagon:
numbers substituted for p. Children should notice a + a + a + a + a + a = a × 6 = 6a
that the answer is always odd because 10p gives an b) When a = 6:
even number. 5a = 5 × 6 = 30 cm
6a = 6 × 6 = 36 cm
When a = 12:
5 Substitution (2) 5a = 5 × 12 = 60 cm
6a = 6 × 12 = 72 cm
➜ pages 64–67 Children should notice that when the value of a
is doubled, the perimeter of each shape is also
Discover doubled.
1. a) If t is the number of hours, the rule is 20 × t (or 20t). Think together
b) If n is the number of hours, the rule is 50 + 20 × n
(or 50 + 20n). 1. a) Perimeter = a + b + a + b = 2a + 2b
Children might also find the answer as (a + b) × 2.
Think together b) Perimeter = 2 × 10 + 2 × 8 = 20 + 16 = 36 m
1. The expression is 150 – 2w. 2. a) Area = a × b
Number of days Litres of water left b) Area of the shape = 7 × 5 = 35 cm2
in the barrel
3. a) Children should use a pair of letters, such as a and
1 150 - 2 × 1 = 148 b, to write the equation a + b = b + a.
2 150 - 2 × 2 = 146 b) Children use a pair of letters to write the equations:
3 150 - 2 × 3 = 144
(a + b) × c = a × c + a × b
(a + b) × c = a × c + a × b
4
a × (b + c) = a × b + a × c
7 150 - 2 × 7 = 136

w 150 - 2 w
7 Form and solve equations
2. a) 720 – 20y
b) Time taken ➜ pages 72–75
Your calculation Sand left in the
hourglass (grams)
Discover
10 minutes 720 - 20 × 10 520 g
1. a) The c represents the cost of the kayak.
20 minutes 720 - 20 x 20 320 g 80 + c represents the total cost of the surfboard
30 minutes 720 - 20 × 30 120 g and the kayak.
80 + c = 230 means that the total of the surfboard
and the kayak is equal to £230.
3. a) m + 10 b) Several answers are possible. For example:
m – 30 example,
1 1 1
3 m, 3 m, 3 m 230 – 80 = 150.
2m + 12 The cost of the kayak is £150.
b) When m = 48:
m + 10 = 48 + 10 = 58
m – 30 = 48 – 30 = 18
1 1 1
3 m + 3 m + 3 m = 16 + 16 + 16 = 48
2m + 12 = 2 × 48 + 12 = 96 + 12 = 108

© Pearson Education Ltd 2022 5

 Year 6 Textbook 6B Unit 8 – Algebra

Think together 9 Solve two-step equations

1. 1 26

2 27 ➜ pages 80–83
5 30
Discover
6 31
1. a) 2a + 5 = 19
7 32
b) Lee’s number was 7.
Children should continue trying numbers to get to the Think together
correct result. 1. Lexi’s number is 5.
2. a) y − 35 = 85 2. a) 5m + 3 = 58 b) 17 = 2q + 5
y = 85 + 35 = £120 5m = 58 – 3 = 55 2q = 17 – 5 = 12
The usual cost of the dinghy is £120. m = 11 q=6
b) i) s = 360 ÷ 3
3. a) The bar model shows that p = 11 + 3.
ii) 360 ÷ 3 = 120
This can be rearranged as p – 3 = 11 because they
There are 120 wetsuits in 1 crate.
are part of the same fact family.
3. Kate 9 + i = 45 b) p – 3 = 11
Alex j – 9 = 45 p = 14
Richard 45 = 9h c) This bar model shows that 2p = 11 + 3.
Aki 45 = k ÷ 9 This can be rearranged as 2p – 3 = 11 because they
are part of the same fact family.
d) 2p – 3 = 11
8 Solve one-step equations 2p = 14
p=7
➜ pages 76–79

Discover 10 Find pairs of values

1. a) The mystery weight is 6 kg.
Finding the mystery weight means you can replace ➜ pages 84–87
the h in h + 36 = 42 with 6 to solve the equation.
b) h + 36 = 42 Discover
h = 42 – 36 1. a) The perimeter is 2a + 2b or (a + b) × 2.
h=6
Perimeter of rectangle a=? b=?
Think together
20 1 9
1. a) y = 240 – 48 = 192
b) 600 = 3a 20 2 8

2. a) t + 6 = 24 20 3 7
t = 24 – 6 20 4 6
t = 18
b) 24 = 6m 20 5 5
m = 24 ÷ 6
20 6 4
m=4
3. a) The second bar model helps to solve the equation
n – 10 = 36. b) Area is a × b.
The first bar model shows n + 10 = 36. The greatest area for the enclosure is 5 × 5 = 25 m2.
n – 10 = 36 Think together
n = 36 + 10 1. Other values for m may be used, up to m = 15, n = 0.
n = 46
b) y + 10 = 25 k – 10 = 25 m=? n=?
y = 15 k = 35
0 15 − 0 = 15
10 + g = 25 25 – h = 10
g = 15 h = 15 1 15 − 1 = 14
5a = 30 4b = 600 2 15 − 2 = 13
a=6 b = 150
3 15 − 3 = 12

4 15 − 4 = 11

5 15 − 5 = 10

© Pearson Education Ltd 2022 6

 Year 6 Textbook 6B Unit 8 – Algebra

2. y × z = 36 Think together
y=? z=? 1. 6m + 4n = 30
Possible solutions with all tables filled are:
1 36
m = 1, n = 6 (6 + 24 = 30)
2 18 m = 3, n = 3 (18 + 12 = 30)
3 12 m = 5, n = 0 (30 + 0 = 30)
m = 2 leaves 18 which is not divisible by 4.
4 9 m = 4 leaves 6 which is not divisible by 4.
6 6 30 is not divisible by 4, so there cannot be only tables
of 4.
2. There are 23 chickens and 12 rabbits in total.
3. a) x = 0, y = 10 3. a) 100 = 20a + 10b
x = 1, y = 9 a=0 b = 10
x = 2, y = 8 a=1 b=8
x = 3, y = 7 a=2 b=6
x = 4, y = 6 a=3 b=4
x = 5, y = 5 a=4 b=2
x = 6, y = 4 a=5 b=0
x = 7, y = 3 100 = 10c – 20d
x = 8, y = 2 c = 10 d=0
x = 9, y = 1 c = 11 d = 0·5
x = 10, y = 0 c = 12 d=1
Children should notice that if they plot the values c = 13 d = 1·5
on the grid, they form a straight line. c = 14 d=2
b) x = 0, y = 1 c = 15 d = 2·5
x = 1, y = 2
x = 2, y = 3 b) d + 30 = y – 70
x = 3, y = 4 d=1 y = 101
x = 4, y = 5 d=2 y = 102
x = 5, y = 6 d=3 y = 103
x = 6, y = 7 d=4 y = 104
x = 7, y = 8 y is always 100 more than d.
x = 8, y = 9
x = 9, y = 10 20s = 100 – 2t
Children should notice that if they plot the values s=0 t = 50
on the grid, they form a straight line. s=1 t = 40
s=2 t = 30
s=3 t = 20
11 Solve problems with two s=4 t = 10
unknowns s=5 t=0
As the value of s increases by 1, the value of t
➜ pages 88–91 decreases by 10.

Discover
1. a) 2a + 4y = 10
End of unit check
The possible solutions are 1 chicken and 2 rabbits
➜ pages 92–93
or 3 chickens and 1 rabbit.
b) There cannot be 2 or 4 chickens in the shelter,
1. C
because this would mean there would have to be
half a rabbit. 2 chickens = 4 legs, leaving 6 rabbit 2. D
legs, and 4 chickens = 8 legs, leaving 2 rabbit legs. 3. A
4. D
5. A
6. w = 8
7. Various answers are possible. a should be a number
between 0 and 30.

© Pearson Education Ltd 2022 7

 Year 6 Textbook 6B Unit 9 – Decimals

Unit 9 – Decimals Think together

1. a) 6·2 rounds to 6. c) 6·5 rounds to 7.
1 Place value to 3 decimal b) 6·75 rounds to 7. d) 6·415 rounds to 6.

places 2. a) Jamie has rounded to the nearest whole number

instead of to one decimal place.
b) 3·3
➜ pages 96–99
3. a) 4·37 rounds to 4·4.
Discover 16·14 rounds to 16·1.
5·349 rounds to 5·3.
1. a) Reena has made the number 0·37.
b) Children should explain looking at the thousandths
Andy has made the number 61·7.
digit to round to 2 decimal places.
b) The value of the digit 7 is 7 hundredths in Reena’s
8 > 5 so 8·158 rounds up to 8·16.
number.
The value of the digit 7 is 7 tenths in Andy’s
number.
3 Add and subtract decimals
Think together
1. a) 0·25 ➜ pages 104–107
3·57
15·7 Discover
b) The value of the digit 5 in each number is: 1. a) There are 9·38 litres in total.
5 hundredths b) 0·62 litres will be needed to fill the bottle.
5 tenths
Think together
5 ones
1. a) 3·6 + 4·9 = 8·5
2. Emma is incorrect. She has made the number 0·307.
b) 2·08 + 3·55 = 5·63
3. a) 2·8 c) 16·8 + 29·5 = 46·3
2. a) 5·1 – 3·6 = 1·5
2 0·8
b) 0·964 – 0·183 = 0·781
c) 26·7 – 23·9 = 2·8

23·5
3. a) Emma has not written the digits for 6·5 in the
correct columns.
6·5 is 6 ones and 5 tenths, not 6 tenths and
20 3 0·5 5 hundredths.
b) 6·5 + 3·84 = 10·34
c) 2·34 + 0·172 = 2·512
0·315 35·8 + 6·14 = 41·94
7·5 – 3·16 = 4·34
0·4 – 0·157 = 0·243
0·3 0·01 0·005

2·107
4 Multiply by 10, 100 and 1,000
➜ pages 108–111
2 0·1 0·007
Discover
b) 0·3 + 0·08 = 0·38 1. a) The mass of 10 plates is 3 kg.
7 + 0·3 + 0·06 = 7·36 b) The mass of 100 plates if 30 kg.
6 + 0·02 + 0·004 = 6·024
Think together
1. Ambika: 1·5 × 10 = 15
2 Round decimals 1·5 × 100 = 150
1·5 × 1,000 = 1,500
➜ pages 100–103 Lee: 0·36 × 10 = 3·6
0·36 × 100 = 36
Discover 0·36 × 1,000 = 360
1. a) The athlete has jumped 2·8 m. Children should notice that the digits stay the same
b) 2·8 m to the nearest whole metre is 3 m. but their values increase.

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 Year 6 Textbook 6B Unit 9 – Decimals

2. a) 5·2 × 10 = 52 b) 0·12 × 10 = 1·2 3. a) 0·3 is ten times smaller than 3 so the answer to
5·2 × 100 = 520 1·02 × 100 = 102 32 × 0·3 is ten times smaller than 32 × 3.
5·2 × 100 = 502 10·02 × 1,000 = 10,020 32 × 0·3 = 96 ÷ 10 = 9·6
c) 50·2 × 10 = 502 b) 12 × 0·07 = 0·84 m2
5·02 × 1,000 = 5,200 30 × 0·5 = 15 m2
0·502 × 1,000 = 502 4 × 0·9 = 3·6 m2
3. Multiplying by 10 and then 10 again is the same
as multiplying by 100 because 10 × 10 = 100. Both
increase the value of each digit 100 times.
7 Divide decimals by integers
➜ pages 120–123
5 Divide by 10, 100 and 1,000
Discover
➜ pages 112–115 1. a) The mass of each block is 0·2 kg.
b) 40 blocks will balance an 8 kg crate.
Discover Think together
1. a) Each child makes 1·2 m of paper chain. 1. a) 12 ÷ 3 = 4
b) 36 ÷ 100 = 0·36 b) 1·2 ÷ 3 = 0·4
Think together c) 0·12 ÷ 3 = 0·04
1. Reena is correct. Dividing by 10 moves each digit one 2. a) 35 ÷ 5 = 7
place to the right. 350 ÷ 5 = 70
Children should draw a diagram to show 3·5 ÷ 5 = 0·7
12·3 ÷ 100 = 0·123. They should draw a place value 0·35 ÷ 5 = 0·07
table showing how tens, ones and tenths move to b) 2·4 ÷ 8 = 0·3
tenths, hundredths and thousandths. 2·4 ÷ 3 = 0·8
2. a) 63 ÷ 10 = 6·3 b) 717 ÷ 10 = 71·7 2·4 ÷ 4 = 0·6
63 ÷ 100= 0·63 717 ÷ 100 = 7·17 2·4 ÷ 6 = 0·4
63 ÷ 1,000 = 0·063 717 ÷ 1,000 = 0·717 3. a) 4·24 ÷ 8 = 0·53 m
3. a) Danny has divided 6·5 by 10 to find a whole b) 15·6 ÷ 2 = 7·8
when he needs to multiply 6·5 by 10 to find 15·6 ÷ 3 = 5·2
the missing part.
b) 65 ÷ 10 = 6·5
c) 40 ÷ 10 = 4 350 ÷ 100 = 3·5
8 Fractions to decimals
5·8 ÷ 10 = 0·58 60 ÷ 100 = 0·6
➜ pages 124–127

6 Multiply decimals by integers Discover

6
1. a) 1,000 is equivalent to 0·006.
➜ pages 116–119 6 60
100 and 1,000 are equivalent to 0·06.
6 60 600
Discover 10 , 100 and 1,000 are equivalent to 0·6.
1. a) The fence section is 1·8 m tall. 6 3
b) 1,000 can be simplified to 500 .
b) The whole fence will be 5·6 m long. 6 60 3
100 and 1,000 can be simplified to 50 .
Think together 6 60 600 3
10 , 100 and 1,000 can be simplified to 5 .
1. a) 0·2 × 4 = 0·8
b) 0·4 × 3 = 1·2 Think together
1 1
c) 0·7 × 4 = 2·8 1. a) 4 = 0·25 b) 10 = 0·1
2. a) 0·4 × 2 = 0·8 b) 0·06 × 2 = 0·12 2 2
4 = 0·5 10 = 0·2
0·4 × 3 = 1·2 0·06 × 3 = 0·18 3 3
0·4 × 4 = 1·6 0·06 × 4 = 0·24 4 = 0·75 10 = 0·3
5
0·4 × 5 = 2·0 0·06 × 5 = 0·3 10 = 0·5
Children should mention using multiplication 7
tables to find the answers. 10 = 0·7
93 12 55
2. a) 100 = 0·93 100 = 0·12 100 = 0·55
347 250 73
1,000 = 0·347 1,000 = 0·25 1,000 = 0·073

© Pearson Education Ltd 2022 9

 Year 6 Textbook 6B Unit 9 – Decimals

6
b) 0·6 = 10 = 5
3
End of unit check
6 3
0·06 = 100 = 50
6 3 ➜ pages 132–133
0·006 = 1,000 = 500
23
0·23 = 100 1. A
23
0·023 = 1,000 2. C
123
0·123 = 1,000 3. B
12 1
3. a) 1·2 = 10 = 1 5 4. C
4 2 14 2
0·4 = 10 = 5 1·4 = 10 = 15 5. C
16 3 16 3
0·6 = 10 = 5 1·6 = 10 = 15 6. 0·875
8 4 18 4
0·8 = 10 = 5 1·8 = 10 = 15
25 1
b) 0·25 = 100 = 4
125 1
0·125 = 1,000 = 8
875 7
0·875 = 1,000 = 8
35 7
0·35 = 100 = 20
95 19
0·95 = 100 = 20

9 Fraction as division
➜ pages 128–131

Discover
3
1. a) The arrow is pointing to 8 .
b) The arrow is pointing to 0·375.
Think together
1. 0 .
1 . 0
1
3

Children should notice that:

• Converting a proper fraction results in a decimal < 1
• The denominator is the number to divide by
• The numerator is the number to divide into.
5
2. 8 = 0·625
1
6 = 0·166
1
9 = 0·111
2
5 = 0·4
6 2
3. 9 = 3 = 0·667 simplify then divide
3 12
25 = 100 = 0·12 convert to equivalent fraction
in hundredths
3 6
50 = 100 = 0·06 convert to equivalent fraction
in hundredths
5
12 = 0·417 divide
300 2
450 = 3 = 0·667 simplify then divide
6 1
90 = 15 = 0·067 simplify then divide

© Pearson Education Ltd 2022 10

 Year 6 Textbook 6B Unit 10 – Percentages

Unit 10 – Percentages Think together

1. a) 0·55 = 55%
1 Understand percentages 55
b) 0·55 = 100 = 20
11

2. 0·01 is not equivalent to the others. It is equivalent to

➜ pages 136–139 1
100 and 1%.
1
Discover All the others are equivalent to 10, 10% and 0·1.
30 3 3.
1. a) Mr Jones has painted 100 or 10 of the circles. Decimal Percentage Fraction
1
b) Mr Jones has painted 30% of the circles. 0.25 25% 4

Think together 0.5 50%

1
2
1. a) 45% c) 6% 0.65 65%
13
20
b) 97% d) 90%
3
0.6 60%
2. Children should shade empty 100 grids to show: 5
3
18%: 1 complete row (or column) and 8 cells in 0.3 30 10
adjoining row (or column). 7
0.07 7%
40%: 4 complete rows (or columns). 100

7%: first 7 cells of top row (or column).

3. 64% of the grid is shaded.
There are 50 sections in the whole grid, so each 4 Order fractions, decimals
section is worth 2%. and percentages
➜ pages 148–151
2 Fractions to percentages
Discover
➜ pages 140–143 6 30
1. a) Lee: 6 out of 20 = 20 = 100 = 30%.
Discover 7 28
Kate: 7 out of 25 = 25 = 100 = 28%.
10 2
1. a) 25 or 5 of the wall is painted. Lee was more accurate at the coconut shy.
b) 40% of the wall is painted. b) A
 possible fraction between 28% and 30% is
29
Think together 29% = 100.
2 1
1. a) 10 = 20% b) 4 = 25%  fraction made from a decimal between 0·28 and
A
295
2. a)
7 70
= 100 = 70%
7 28 0·3 also works, for example, 0·295 = 1,000,
10 c) 25 = 100 = 28% 281 299
7 35 7 14 0·281 = 1,000 or 0·299 = 1,000.
b) 20 = 100 = 35% d) 50 = 100 = 14%
6 3 120 60
Think together
3. a) 20 = 10 = 30% c) 200 = 100 = 60% 1. a) 73% is greater than 0·55 (55%).
3 1
b) = 10 = 10% 17 17 34
30 b) 50 ( 50 = 100 = 34%) is greater than 29%.
7 7 35
c) 20 (20 = 100 = 0·35) is greater than 0·34.
3 Equivalent fractions, 2. a) Smallest to largest: 25, 0·38, 45%.
7

decimals and percentages b)

9
25
36
= 100 = 36%. 40% > 36% so Aki has improved.
5 50
3. Lexi is not correct: 0·5 = 10 = 100 = 50%.
➜ pages 144–147
0·45 = 45%
Discover 50% > 45%
1. a) Or 0·5 has 5 tenths but 0·45 only has 4 tenths.
32 4
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Luis is not correct: 80 = 10 = 40%.
1 1 3 2 1 3 7 4 9
10 5 10 5 2 5 10 5 10

10% 20% 30% 40% 50% 60% 70% 80% 90%

19 95
b) 20 = 100 = 0·95 = 95%

© Pearson Education Ltd 2022 11

 Year 6 Textbook 6B Unit 10 – Percentages

5 Simple percentage of an 40
2. a) Yes, Reena is correct. 100 means 40 ÷ 100 = 0·4.
amount 1% of 40 = 0·4
b) 7% of 40 = 0·4 × 7 = 2·8
c) 17% of 40 = 10% of 40 + 7% of 40 = 4 + 2·8 = 6·8
➜ pages 152–155
or 17% of 40 = 17 × 1% of 40 = 17 × 0·4 = 6·8
Discover 3. Emma’s method Isla’s method Percentage of £40

1. a) There are 12 motorbikes on the ferry. 50%

Divide the whole
by 2.
Find 1% and then
multiply by 50.
£20
b) There are 15 vans on the ferry.
Divide the whole Find 1% and then
15 – 12 = 3 25%
by 4. multiply by 25.
£10
There are 3 more vans than motorbikes on the ferry.
Divide the whole Find 1% and then
20% £8
Think together by 5. multiply by 20.

1. a) 10% of 30 = 3 squares covered. 10% Divide the whole Find 1% and then £4
by 10. multiply by 10.
b) 20% of 30 = 6 squares covered.
2. a) 10% of 120 = 12
20% of 120 = 24 7 Percentages of an amount
20% of a number is double 10% of that same number.
b) 10% of 150 = 15
➜ pages 160–163
20% of 75 = 15
75 is half of 150, so 20% of 75 is the same as
Discover
10% of 150.
c) 10% of 80 = 8 1. a) 75% of 80 kg is 60 kg. Class 1 recycled 60 kg of paper.
90% of 80 = 72 b) Class 1 recycled 40 kg more paper than plastic.
90% of 80 is 9 × 10% of 80 or 100% – 10%. Think together
3. a) Various responses are possible. Children 1. 60% of 120 kg = 72 kg of paper
might explain: 40% of 120 kg = 48 kg of plastic
10% = 1/10 so divide 60 by 10
2. a) 5% of £300 = £15
5% is half of 10%
b) 55% of 300 kg = 165 kg
50% = 1/2 so half 60
1 c) 15% of 300 cm = 45 cm
25% is half of 50% or 4 of 60.
d) 95% of 300 km = 285 km
b) There are several ways children could work these
out, for example: 3. Children should discuss various methods to find
15% of £60 = 10% + 5% = 6 + 3 = £9 percentages of 320 and their efficiency. They should
55% of £60 = 50% + 5% = 30 + 3 = £33 draw bar models and grids to help them explain
70% of £60 = 10% × 7 = 6 × 7 = £42 their methods.
95% of £60 = 100% – 5% = 60 – 3 = £57 Methods might include:
11% = 10% + 1% = 32 + 3·2 = 35·2
11% = 11 × 1% = 11 × 3·2 = 35·2
6 Percentage of an amount – 1% 51% = 50% + 1% = 160 + 3·2 = 163·2
9% = 9 × 1% = 9 × 3·2 = 28·8
➜ pages 156–159 9% = 10% – 1% = 32 – 3·2 = 28·8
19% = 20% – 1% = 64 – 3·2 = 60·8
Discover 49% = 50% – 1% = 160 – 3·2 = 156·8
1. a) 1% of 500 = 5
In a box of 500 bars, there are 5 winning
rainbow tickets.
8 Percentages (missing values)
b) In a box of 200 bars, there are 2 winning
➜ pages 164–167
rainbow tickets.
In a box of 1,000 bars, there are 10 winning
Discover
rainbow tickets.
In a box of 2,500 bars, there are 25 winning 1. a) The world record for women’s long jump is 7·5 m.
rainbow tickets. b) The world record for men’s high jump is 245 cm.
Think together Think together
1. 3% of 700 kg = 21 kg 7% of £800 = £56 1. a) 10% of 30 = 3
8% of 1,200 km = 96 km 22% of £400 = £88 b) 20% of 25 = 5
c) 25% of 120 = 30
2. There are 300 spectators in total.

© Pearson Education Ltd 2022 12

 Year 6 Textbook 6B Unit 10 – Percentages

3. Here are some possible methods. Parts a) and c)

involve working out the whole (100%) from a given
percentage. Part b) is simply finding a percentage of
the whole.
a) If 75% = 30, 25% = 10, 100% = 40.
The number is 40.
b) 30% of 120 = 3 × 10% = 3 × 12 = 36 miles
Jen has completed 36 miles of the 120 mile
journey.
c) 15% of the rectangle is 5 m × 12 m = 60 m2.
1% of the rectangle = 60 m2 ÷ 15 = 4 m2.
100% of the rectangle = 400 m2.

End of unit check

➜ pages 168–169

1. A
2. B
3. C
4. D
5. B
1
6. 4 of 25,000 = 6,250; 30% of 25,000 = 7,500
25,000 – (6,250 + 7,500) = 11,250
11,250 fans watch the Saturday show.

© Pearson Education Ltd 2022 13

 Year 6 Textbook 6B Unit 11 – Measure – perimeter, area and volume

Unit 11 – Measure – Think together

1. a) Area Perimeter
perimeter, area and A 3 × 8 = 24 cm2
B 6 × 4 = 24 cm2
3 × 2 + 8 × 2 = 22 cm
6 × 2 + 4 × 2 = 20 cm
volume C 3 × 2 + 6 × 3 = 24 cm2 5 + 6 + 3 + 3 + 2 + 3 = 22 cm
b) Various answers are possible. For example,
1 Shapes – same area children could draw a rectangle with dimensions
2 cm × 12 cm and perimeter 26 cm, or a range of
➜ pages 172–175 different composite shapes.
2. The areas are all the same: 28 squares in total, 14 red
Discover and 14 yellow.
1. a) Jen is correct. The perimeters are all different: A 22 cm, B 26 cm,
Area of Room A = 4 m × 6 m = 24 m2 C 32 cm.
Area of Room B = 3 m × 8 m = 24 m2 3. Max is not correct. Children should show a counter
b) Various arrangements are possible. The dimensions example. For example, a 6 × 4 rectangle has an area
will change (for example, 2 m × 12 m) but the area of 24 cm2 and perimeter of 20 cm. An 11 × 2 rectangle
will still be 24 m2. has a smaller area of 22 cm2 but a greater perimeter
Think together of 26 cm.
1. A and D are both 8 m2.
B and C are both 12 m2. 3 Area and perimeter – missing
2
2. a) Luis is correct. Both shapes have an area of 30 m .
b) Children should draw rectangles that are 15 cm by
lengths
2 cm or 30 cm by 1 cm.
➜ pages 180–183
3. a) A: 4 cm by 4 cm
B: 2 cm by 8 cm Discover
C: Various options are possible.
1. a) The area of Lee’s card is 64 cm2.
Children should split the composite shape into two
The area of Jamilla’s card is 60 cm2.
rectangles with a combined area of 16 cm2.
b) Perimeter = 32 cm so, length + width = 16 cm.
Some possible areas of Mrs Dean’s card are:
Area = 13 × 3 = 39 cm2 Area = 12 × 4 = 48 cm2
Area = 11 × 5 = 55 cm2 Area = 7 × 9 = 63 cm2
Think together
C 1. a) A: 9 m B: 5 m C: 6 m
b) A: 9 m2 B: 25 m2 C: 24 m2
c) The gardens have the same perimeter but different
 example, Rectangle 1: 12 cm2 (2 cm × 6 cm) and
For areas.
Rectangle 2: 4 cm2 (2 cm × 2 cm). 2. a) A B
The dimensions could then be (clockwise from top): Area = 15 cm2 Area = 13 cm2
2 cm, 2 cm, 4 cm, 2 cm, 6 cm, 4 cm. Perimeter = 16 cm Perimeter = 16 cm
b) Children should draw the shapes accurately on cm They have the same perimeter but a different area.
squared paper using the dimensions they worked b) C D
out in part a). Area = 12 cm2 Area = 10 cm2
Perimeter = 14 cm Perimeter = 14 cm
They have the same perimeter but a different area.
2 Area and perimeter
3. a) Width Length Area
➜ pages 176–179 2m 13 m 26 m2
3m 12 m 36 m2
Discover 5m 10 m 50 m2
7m 8m 56 m2
1. a) Both shapes have the same area (36 cm2) but 11 m 4m 44 m2
different perimeters (Lexi 24 cm, Max 26 cm). 13 m 2m 26 m2
b) There are two possible rectangles: 12 cm × 3 cm b) Smallest area = 26 m 2
(perimeter of 30 cm or 18 cm × 2 cm (perimeter Largest area = 56 m2
of 40 cm). c) Yes, Isla is correct. The length + width = 20 cm (half
of 40 cm). A dimension cannot be zero, so both
dimensions have to be 0 > and < 20.

© Pearson Education Ltd 2022 14

 Year 6 Textbook 6B Unit 11 – Measure – perimeter, area and volume

4 Area of a triangle – counting 6 Area of any triangle

squares
➜ pages 192–195
➜ pages 184–187
Discover
Discover 1. a) The area of the triangle on Lexi’s sign is 42 cm2.
b) The area of Mo’s sign is 600 cm2.
1. a) The area of Jamie’s triangle is approximately 9 cm2.
b) The area of Andy’s triangle is approximately 6 cm2. Think together
Think together 1. a) Area = (8 × 2) ÷ 2
2 Area = 8 cm2
1. a) Approximately 13 cm
b) Area = (6 × 3) ÷ 2
b) Approximately 13 cm2
Area = 9 cm2
2. a) Approximately 3 cm2 c) Area = (11 × 4) ÷ 2
b) Approximately 3 cm2 Area = 22 cm2
3. Answers may vary for half/quarter/less than a quarter 2. a) Max used the slanting height to calculate the area.
depending on children’s estimations but the total He should have used the vertical height.
number of part and whole squares should total to 12. Area = (6 × 5) ÷ 2 = 15 cm2
Whole squares 1 b) Base = 7 cm
Height = 4 cm
Almost-whole squares 1
Area = (7 × 4) ÷ 2 = 14 cm2
Half squares 4
3. a) Both triangles have the same area because they
Quarter squares 3
have the same base and the same vertical height.
Less than a quarter squares 3
b) Children should draw a triangle with the same
Area: 5 height as triangle A and B but a wider base.

5 Area of a right-angled 7 Area of a parallelogram

triangle ➜ pages 196–199

➜ pages 188–191 Discover

1. a) The area of the parallelogram is
Discover
30 cm × 20 cm = 600 cm2.
1. a) The area of the rectangle is twice the area of So, the area of one tile is 600 cm2.
each triangle. b) Zac’s method is 25 cm × 30 cm = 750 cm2.
b) The area of Reena’s triangle is 20 cm2. Zac is incorrect.
Think together Emma’s method is 30 cm × 20 cm = 600 cm2.
Emma is correct.
1. a) Area of rectangle = 3 cm × 6 cm = 18 cm2
Area of triangle = 18 cm2 ÷ 2 = 9 cm2 Think together
b) Area of rectangle = 2 × 2 = 4 cm2 1. a) A: 5 × 6 = 30 cm2
Area of triangle = 4 ÷ 2 = 2 cm2 B: 2 × 4 = 8 cm2
c) Area of rectangle = 4 × 11 = 44 cm2 C: 2 × 3 = 6 cm2
Area of triangle = 44 ÷ 2 = 22 cm2 b) A: 5 × 6 = 30 cm2
2. a) 8 cm2 c) 7 cm2 B: 2 × 4 = 8 cm2
b) 5 cm2 d) 22 cm2 C: 2 × 3 = 6 cm2
Children should notice that the area is the same for
3. a) Amelia is correct.
both methods.
b) Base Height
5 cm 4 cm 2. a) 20 cm2 c) 42 mm2
4 cm 5 cm b) 40 cm2 d) 12.6 m2
2 cm 10cm 3. a = 3 cm b = 6 cm
10 cm 2 cm
1 cm 20 cm
20 cm 1 cm

© Pearson Education Ltd 2022 15

 Year 6 Textbook 6B Unit 11 – Measure – perimeter, area and volume

8 Problem solving – area 10 Volume – count cubes

➜ pages 200–203 ➜ pages 208–211

Discover Discover
2
1. a) 16 + 20 = 36 m 1. a) Jamilla and Max’s solids each have a volume
36 – 4 = 32 m2 of 8 cm3.
The total area of the paths is 32 m2. Jamilla is not correct.
b) Area of the grass = 80 – 32 = 48 m2 b) The volume of the new cuboid is 16 cm3.
The total area of the grass is 48 m2. Children could make the following cuboids:
Think together 2 × 2 × 4, 1 × 2 × 8 or 1 × 1 × 16.

1. Isla: Whole garden = 6 × 5 = 30 m2 Think together

2 larger vegetable triangles = (3 × 4) ÷ 2 = 6 m2 1. a) 8 cm3 b) 11 cm3 c) 28 cm3
Medium vegetable triangle = (1 × 5) ÷ 2 = 2·5 m2 2. a) 20 cm3 b) 36 cm3
Small vegetable triangle = (1 × 1) ÷ 2 = 0·5 m2
Total = 6 + 6 + 2·5 + 0·5 = 15 m2 3. a) Max: 2 × (3 × 4) = 24 cm3
Flowers = 30 m2 – 15 m2 = 15 m2 Jamilla: 4 × (3 × 2 = 24 cm3
b) A: 18 cm3   B: 24 cm3   C: 22 cm3
Richard: (4 × 6) ÷ 2 = 12 m2 B has the greatest volume.
(1 × 6) ÷ 2 = 3 m2 The total number of cubes is 64. This would make a
Total of flowers: 12 + 3 = 15 m2 4 × 4 × 4 cube.
2. a) Area of the floor = 60 × 120 = 7,200 cm2 or 72 m2
b) Area of each tile = (30 × 30) ÷ 2 = 450 cm2 or 4·5 m2
c) 72 ÷ 4·5 = 16 11 Volume of a cuboid
16 tiles are needed to cover the whole floor.
3. a) Area of the path = Area of the garden – Area of ➜ pages 212–215
the grass
Area of the path = 45 m2 – 22·5 m2 Discover
Area of the path = 23 m2 1. a) 64 cubes fit in Aki’s box.
b) Area of the grass = 22·5 m2 60 cubes fit in Kate’s box.
There is plenty of room for the tent. b) Volume = l × w × h
4 × 4 × 4 = 16 × 4 = 64
The volume of Aki’s box is 64 cm3.
9 Problem solving – perimeter 5 × 4 × 3 = 20 × 3 = 60
The volume of Kate’s box is 60 cm3.
➜ pages 204–207 Think together
Discover 1. a) 4 × 3 × 3 = 36 cm3
b) 5 × 5 × 2 = 50 cm3
1. a) Danny ran 150 m + 150 m = 300 m. c) 10 × 3 × 4 = 120 cm3
Ambika ran 55 m + 71 m + 150 m = 276 m.
Danny ran 24 m more than Ambika. 2. The volume of A is 4 × 5 × 6 = 120 cm3.
b) The perimeter of the park = 150 × 4 = 600 m. The volume of B is 10 × 2 × 6 = 120 cm3.
The perimeter of the field = 150 × 3 + 71 + 55 + 24 The volume of C is 4 × 1·5 × 20 = 120 cm3.
= 600 m. Olivia is correct, they all have the same volume.
The amount of bunting needed would be the same. 3. a) height = 2 cm
Think together b) length = 10 cm
1. Perimeter of each rectangle is 10 + 10 + 5 + 5 = 30 cm.
2. Perimeter of the octagon = 9 × 8 = 72. End of unit check
Length of one side of the hexagon = 72 ÷ 6 = 12.
The length of one side of the hexagon is 12 cm. ➜ pages 216–217
3. The perimeter of shape A = 9 + 9 + 5 + 5 = 28 cm.
1. C
4. The greatest possible area is a square
12 m × 12 m = 144 m2. 2. D
3. B
4. B
5. a) Area = 480 m2
b) Turf = 480 × £2 = £960

© Pearson Education Ltd 2022 16