Adult Numeracy Programme

Read and write
numbers in words Order and

Add, subtract,
and figures compare
multiply and divide
Count numbers numbers
whole numbers
Solve problems
involving algebra Add, subtract,
multiply and divide
Calculate with ratio and

What’s involved decimal numbers
proportion in …number
Add, subtract,
Evaluate fractions and multiply and divide
percentages as part of fractions
other numbers
Estimate and round

numbers Solve problems with
and without a calculator
Recognise and use
Calculate percentages equivalent fractions,
including increase and decimals and
decrease percentages
Extract and interpret
information from lists,
tables, diagrams, charts
and graphs
Calculate probability –
identify the range of
What’s involved in Collect, organise
possible outcomes of …handling data and represent data
events
Calculate mean, Sort and classify

median, mode objects using set
(averages) and range criteria
Read, estimate and
Recognise, use and measure length, weight
Read, record, and capacity and temperature
perform calculations perform calculations
with money with time
Convert units of
measure within the
Perform calculations
same system and
measure length, weight
across systems e.g. .
capacity and temperature
cm to m, inches to cm,
What’s involved in … litres to gallons
measures, shape and
Choose and use
appropriate units and space
measuring instruments
Recognise, name and

Read scales to the work with 2-D and 3-
nearest marked and D shapes
unmarked divisions
Use scale drawings Use positional

to work out Calculate perimeter,
vocabulary to follow area and volume
dimensions directions
1 At the office
I work in a big office blo
ck. I need
e
to use the lif t. I use th
use the
telephone. I also need to
x machine.
photocopier and the fa
e
For all these I need to us
numbers.
the filing
Sometimes I have to do
e right
and put everything in th
order.
stationery
I help to look af ter the
, paper
too: paper, pens, pencils
es use
clips, all sorts. The offic
y. I have
reams of paper every da
offices
to make sure that the
don’t run out of paper.
Talk about it
Have you ever been into an office?
Have you ever been into a school or college office?
Do you use a telephone?
Do you have a telephone number?
These are the skills you will practise in this unit.

Which are the most useful for you? Tick the boxes.
■ Reading and writing numbers up to 10
■ Ordering and comparing numbers up to 10
■ Adding single-digit numbers with totals up to10
■ Subtracting single-digit numbers from numbers up to 10
■ Understanding and using +, – and = signs
■ Using a calculator to check calculations
Unit 1 Page 1
Reading and writing numbers up to 10.
Words and numbers At the office numbers are

sometimes written in words
and sometimes in figures.
Activity 1
Where have you seen numbers written in words or in figures?
Do you ever need to write down a house or flat number or a telephone

number?
Have you seen numbers on buses, taxis, signs, notices, adverts or posters?
Here are the numbers I often have to use at the office.
0 1 2 3 4 5 6 7 8 9 10
zero one two three four five six seven eight nine ten
The office telephone extensions

all have four-digit numbers.
When someone leaves a message

and says, “Ring me back on
extension two three eight five”,
I need to know that they mean
the number 2385.
Practise writing these telephone extension numbers in figures.
e.g. three eight one nine 3 8 1 9

........................................................................
1 four one two six 4

........................................................................
2 five eight three nine ........................................................................
3 seven six two five ........................................................................
4 four nine three zero ........................................................................
5 two four six eight ........................................................................
Activity 2
Do you ever use a telephone or mobile phone?
Which telephone numbers are important to you?
Have you used a telephone with a keypad?
Page 2 Unit 1 E1 NUMERACY

Have a look at different telephones or mobile phones. Are the keypads all
the same? Is the telephone keypad like a calculator keypad?
Use a calculator to practise keying in different numbers. Work with another

person. One can key in a number and the other can check the calculator
display. Take it in turns.
Remember to clear the display after each telephone number.

You do this by pressing the key marked C .
1 490 2351 2 268 4129
3 847 3628 4 543 9121
5 266 4589 6 392 4167
7 974 1212 8 403 8665
Activity 3
In one of the lifts at the office the numbers look quite different. They are
Roman numerals. Have you come across these before?
Perhaps you’ve seen them on a clock, or on the volumes of books.
Roman
I II III IV V VI VII VIII IX X
numeral
Arabic
1 2 3 4 5 6 7 8 9 10
numbers
Ordinal First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth
When someone asks for a floor they say ‘first’, ‘second’, ‘third’ and so on.
If I want the fifth floor, I push the button marked V.
For the tenth floor I push the button marked X.
Match the Roman numerals in the lift with the floor numbers. Draw a line
to link each pair, I to 1, II to 2 and so on.
II V VII III I IV VI VIII IX X
9 6 4 8 5 2 3 7 10 1
? Review
Do you need more practice in working with numbers up to 10? Yes ■ No ■

For more work on this, go to H1 and H2 (page 13).
Unit 1 Page 3
Ordering and comparing numbers up to 10.
Ten floors
Beside the lift there is a notice to
tell you what is on each floor.
Activity 4
Find the correct floor and fill in the missing words.
e.g. The directors are on the ninth floor.
1 Advertising is on the ....................................................................... floor.
2 The nursery is on the ....................................................................... floor.
3 Security is on the ....................................................................... floor.
4 Finance is on the ....................................................................... floor.
5 The restaurant is on the ....................................................................... floor.
Activity 5
Ring the correct button for the lift.
e.g. I want the third floor. 1 2 3 4
1 I want the second floor. 1 2 3 4
2 I want the third floor. 3 4 5 6
3 I want the tenth floor. 7 8 9 10
4 I want the fifth floor. 3 4 5 6
Page 4 Unit 1
Activity 6
Sometimes at the office I help with the filing. I

have to put the files back in the right place on
the shelf. The files are numbered from 1 to 10.
Why is order important?
What things have you noticed that are numbered in order?
Put the files back in the right order. Use an arrow to show where you
would put the file.
e.g.
1 2 1 3 4 5
2 5 2 3 4 6
3 3 1 2 4 5
4 7 6 8 9 10
Activity 7 Remember
● 5 is more than 2.
● 5 is less than 10.

● 5 is equal to 5.
● 6 is more than 3.
● 6 is less than 8.
● 6 is equal to 6.
Have a look at the stock of paper in the office. Work together with
your teacher to compare how much paper there is of each
colour. Use the words more, less or equal. For example, there is
more green than yellow paper.
? Review
Do you need more practice in ordering and comparing numbers? Yes ■ No ■

For more work on this, go to H1, H2 and H3 (page 13)
or E1, E2 and E3 (page 15).
This work links to mini-projects M1 and M2 (page 16).
Unit 1 Page 5
Adding single-digit numbers and using the + and = signs.
How many reams?

Activity 8 Paper comes in
When do you have to add up? packets called reams.
There are five reams of
What different words can you use to talk about adding? paper in a box. It
You can use counters or a number line to help you find the total. comes in different
colours too. I have to
The + sign is used for adding up. It is called a plus sign. add up to see how
many reams there are
+ = 9. of each colour.
0 1 2 3 4 5 6 7 8 9 10
Adding up the blue paper, there are 5 or you can write the sum 5 + 4 = 9.
+4
9 reams
The sign = means equals or is equal to

or is the same as.
If you add 0 to a number the number stays the same: 5 + 0 = 5
Add up how many reams of paper there are for each colour.
1 Green paper reams 2 Yellow paper reams
3 White paper reams 4 Pink paper reams
5 Cream paper reams 6 Red paper reams
Page 6 Unit 1
Activity 9 Remember
● The plus sign (+) is used for addition.
Have you noticed that when you add
● Addition is the same as finding the sum or
numbers there are different ways of
the total.
getting the same total?
● The equals sign (=) is used before the
Think about adding to make the number 5. answer.
Use some counters or pennies to help. ● If you add zero (0) to a number, the
Remember the + sign means ‘plus’ or ‘add’. number stays the same.
The = sign means ‘equals’ or ‘is equal to’
or ‘is the same as’.
+ +
1 + 4 = 5 is the same as 3 + 2 = 5.
1 Choose another number and think about all the ways you can add to
make that number.
2 Work with another person. Your teacher will give

you some fact cards.
3 Look at the cards and match up the pairs

4+3 2+5 1+6
with the same totals. Use counters or a number
line to help you check the answers to the sums.
4 Mix the cards up. Lay them face down on the table. Take turns to turn
over two cards. If you turn over a pair with the same total, keep the
cards. If the totals are not the same, turn the cards face down again, and
it’s the other person’s turn. Keep going until you have found all the
pairs. Get your teacher to check your work.
Activity 10
Draw a line to link the sums that 3+1 4+3
have the same totals. You can use
2+3 6+2
counters or pennies to help you
check the totals. 2+4 2+2
5+2 4+5
2+8 7+3
3+6 4+1
4+4 3+3
Unit 1 Page 7
Activity 11
1 Think of all the ways you can add two numbers to make 10.
What different words can you use? There’s 5 plus 5, and 9 add 1.
What else?
You could say 3 add 7

or the sum of 6 and 4
or 6 plus 4.
Make a list on a piece of paper.
2 Work as a group. Match the facts. Draw lines to link three different ways
of saying the same thing.
the sum of
5 add 5 4 add 6
2 and 8
the sum of
6 plus 4 9+1
3 and 7
the sum of the sum of

5 plus 5
9 and 1 6 and 4
the sum of
8+2 1 add 9
5 and 5
7 plus 3 2 plus 8 7 add 3
Activity 12
Work with another person in your group. Make up a sum, for example
3 + 4. Ask your partner to write the sum in a different way such as
‘4 plus 3’ or ‘the sum of 3 and 4’ or ‘4 add 3’.
Take turns. Ask your teacher to check your work.
? Review
Do you need more practice in addition? Yes ■ No ■

For more work on this, go to H4 and H5 (page 14) or E4 (page 15).
Page 8 Unit 1
Using a calculator to check sums.
Calculator sums
Activity 13
Have a look at the different keys on your calculator.
Where is the + sign? Where is the = sign?
Before you start a new sum, you must always

clear the display by pressing the C (clear) key.
So, to check the sum 3 add 5,

press 3 then +
then 5 then =
This is the = sign. This is the + sign.
and you will get the answer 8.
Try it for yourself.
Use your calculator to check which totals are right and which are wrong.
Tick the box and record the right answers for any additions that are wrong.
1 2+3=5 right ■ wrong ■ .....................................
2 5 + 4 = 10 right ■ wrong ■ .....................................
3 3 + 7 = 10 right ■ wrong ■ .....................................
4 4+4=8 right ■ wrong ■ .....................................
5 6+3=9 right ■ wrong ■ .....................................
6 4+5=9 right ■ wrong ■ .....................................
7 3+5=7 right ■ wrong ■ .....................................
8 4+2=6 right ■ wrong ■ .....................................
Activity 14
Tip
If you have access to a computer, Calculator keys
compare the on-screen calculator with
Press the C to clear the display before each new
your hand-held calculator.
calculation.
Use the on-screen calculator to check ● To add numbers, press the + .
some additions such as the stocks of ● To get the answer to a calculation, press the = .
paper in Activity 9.
? Review
Do you need more practice adding with a calculator? Yes ■ No ■

For more work on this, go to H5 (page 14).
Unit 1 Page 9
Subtracting single-digit numbers, using the minus (–) sign and a calculator to check answers.
Take them away I often have to sort out a stationery

order for one of the offices and
Activity 15 calculate how much stock is left, so I
have to be good at subtraction.
What other words do you use for subtraction?
Here are four pens.
If I take one away, how many are left?
We use – sign for subtraction. It is called a minus sign.
4–1=3 4 pens take away 1 pen leaves 3 pens.
4 pens minus 1 pen leaves 3 pens.
The difference between 4 and 1 is 3.
To find the difference we take away.
You can use counters or pennies

to help with subtraction.
How many are left?
e.g. Take away 2. There are 3

............................ left.
1 Take away 3. There are ............................ left.
2 Minus 4. There are ............................ left.
Staples s Staples s Staples s

e e e
Staples pl Staples pl Staples pl Staples
ta ta ta
3 S
St
ap
les S
St
ap
les S
St
ap
le
s
St
ap
le
s
Subtract 3. There are ............................ left.
4 Take 4 away. There are ............................ left.

Paper Paper
5
Paper Paper Paper Minus 3. There are ............................ left.
8 Subtract 5. There are ............................ left.
Page 10 Unit 1
Activity 16
A number line can be used for subtraction.
The number line below shows 9 – 4 = 5.
0 1 2 3 4 5 6 7 8 9 10
What happens if you subtract 0 from a number?
The number stays the same. 9–0=9

Use the number lines to find the answers to these subtractions. Use a pen
to record the moves along the number lines.
1 5–2= ....................
0 1 2 3 4 5 6 7 8 9 10
2 7–3= ....................
0 1 2 3 4 5 6 7 8 9 10
3 8–4= ....................
0 1 2 3 4 5 6 7 8 9 10
4 7–5= ....................
0 1 2 3 4 5 6 7 8 9 10
5 9–3= ....................
0 1 2 3 4 5 6 7 8 9 10
6 10 – 6 = ....................
0 1 2 3 4 5 6 7 8 9 10
Unit 1 Page 11
Subtractions can be checked by adding back.
For example, 10 – 6 = 4 . Check by adding back 6 + 4 = 10 .
Activity 17
Write down the subtractions from 10 with their answers. Then write down
how you would check your answers by adding back.
Subtractions Adding back
1 10 – 0 = 10 0 + 10 = 10
2 10 – 1 = 9 1+9= ....................................................
3 10 – __ = 8 ........................................................................
4 10 – ..................................... ........................................................................
5 10 – ..................................... ........................................................................
6 10 – ..................................... ........................................................................
7 10 – ..................................... ........................................................................
8 10 – ..................................... ........................................................................
9 10 – ..................................... ........................................................................
10 10 – 9 = 1 9 + 1 = 10
Activity 18
Find the minus sign on your calculator.
Check these with your calculator. Tick the box for right or wrong.
Write down the correct answers for those you find are wrong.
1 8–3=5 right ■ wrong ■ .....................................

Remember
2 5–4= 2 right ■ wrong ■ ..................................... ● Clear the display before
each new calculation.

3 7–5=2 right ■ wrong ■ .....................................
4 9–6= 4 right ■ wrong ■ .....................................
5 6–3=3 right ■ wrong ■ .....................................
? Review
Do you need more practice in subtraction? Yes ■ No ■

For more work on this, go to H6 (page 14) or E4 (page 15).
This work links to mini-project M4 (page 17).
Page 12 Unit 1
! Help
Activity H1
Write down all the numbers in order from 0 to 10.
0, 1, , , , , , , , ,
.......................................................................................................
Now write them down again, but this time start from 10 and work back to 0.
10, 9, , , , , , , , ,
.......................................................................................................
Activity H2
Match each number to the correct word. Use the list in the box at the
bottom of page 3 to help you. Then match the numbers to the Roman
numerals.
4 seven X
6 zero III
1 two IV
10 eight VI
5 four V
2 six IX
9 one I
3 three VIII
7 five 0
0 nine II
8 ten VII
Activity H3
Here are some numbers in order.
Fill in the missing numbers before and after the number shown.
1 2 3 4
3 4 5 2 7 5
5 6 7 8
3 9 6 8
Unit 1 Page 13
!
Activity H4
Use 10 pennies. Arrange them into two groups. Write down the number in
each group as a sum. For example 8 + 2 = 10. See how many different
sums you can find.
Now choose a different number of pennies, say nine pennies. See how
many different sums you can find to add up to 9.
Activity H5
Add the pennies.
1 + 3+2= ......................
2 + 5+1= ......................
3 + 4+2= ......................
4 + 6+3= ......................
5 + 9+1= ......................
6 + 7+2= ......................
Use a calculator to check your work.
Activity H6
How many are left? Cross out the number of counters you have to take
away and count how many counters are left.
1 5–2= ......................
2 7–3= ......................
3 10 – 4 = ......................
4 6–5= ......................
5 8–4= ......................
6 9–5= ......................
Use a calculator to check your answers.
Page 14 Unit 1
▼ Extension
Activity E1
The files are all jumbled up. Put them back in the right order.
2 5 9 7 1 4 8 10 3 6
Activity E2
3 Three III Third
Ask your teacher for four sets of number cards: 1 to 10, one to ten, I to X
and first to tenth.
Match them up, starting with the cards showing 1, one, I and first. Next
find 2, two, II and second, and so on.
Ask your teacher to check your work.
Activity E3
Use a pack of playing cards. Sort out all the aces, then all the twos, then
all the threes and so on until you have sorted the whole pack.
Activity E4
Use a set of dominoes. Add the numbers on the two halves of each
domino. Record the sums on a piece of paper. 3 + 3 = 6
Now use the dominoes again. This time subtract the two numbers.
Write down the larger number first. Write down all your calculations on a
piece of paper. 5 – 2 = 3
Unit 1 Page 15
▼
Mini-projects
▼
▼
Activity M1
Write down some of the numbers that you use.
The number of a bus you often use ........................................................................
The number of your flat or house or room ........................................................................
Your post code ........................................................................
Your telephone number ........................................................................
A friend’s telephone number ........................................................................
Your doctor’s telephone number ........................................................................
The telephone number of a local taxi company ..................................................................
The first few page numbers in this book ........................................................................
Activity M2
Work with another person. Play a game of dominoes.
Activity M3
For each of the sets of three numbers, make up two calculations, one
addition and one subtraction.
For example, using the numbers 3, 5 and 8 you could write 3 + 5 = 8

and 8 – 5 = 3.
Addition Subtraction
1 1, 4 and 5 ....................................................... .......................................................
2 4, 2 and 6 ....................................................... .......................................................
3 9, 1 and 10 ....................................................... .......................................................
4 3, 7 and 10 ....................................................... .......................................................
Activity M4
If you have access to a computer, see if it has a calculator. Try clicking on
Start, Programs, Accessories, Calculator or ask your teacher to help you to
find it. Use the calculator to check some of your work, such as the
calculations on pages 9 and 10.
Page 16 Unit 1
✓ Check it
Activity C1
These numbers are in order. Fill in the missing numbers.
1 ............... 3 4 ............... 6 ............... 8 ............... 10
Activity C2
Circle the right word for the question number.
1 three one five 2 six ten two
3 seven three eight 4 five four one
5 five nine four 6 ten six two
7 eight seven three 8 four three eight
9 nine four five 10 two six ten
Activity C3
How many have we got?
1 +
2 +
3 +
4 +
5 +
Unit 1 Page 17
✓
Activity C4
How many are left?
1 Take 2 away. .....................................
2 Subtract 4. .....................................
3 Take 3 away. .....................................
4 Minus 5. .....................................
5 Take 6 away. .....................................
Activity C5
Are the calculations right or wrong? Tick the box.
1 4 + 2 = 6 right ■ wrong ■
2 5 + 5 = 9 right ■ wrong ■
3 3 + 4 = 7 right ■ wrong ■
4 6 – 2 = 4 right ■ wrong ■
5 8 – 4 = 6 right ■ wrong ■
How am I doing?
Now look back at the skills listed on page 1.
Then complete the sentences below.
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
I need more practice with
.................................................................................................................................................................................
Date ....................................................
Page 18 Unit 1
A Answers
Activity 1 Activity 7
1 3 8 1 9 Check with your teacher.
2 4 1 2 6
3 5 8 3 9 Activity 8
4 7 6 2 5 1 Green 5 + 2 = 7 2 Yellow 5 + 1 = 6
5 4 9 3 0 3 White 5 + 3 = 8 4 Pink 4+3=7
6 2 4 6 8 5 Cream 4 + 2 = 6 6 Red 3+3=6
Check with your teacher. Check with your teacher.
II V VII III I IV VI VIII IX X 3 + 1 4 + 3
2 + 3 6 + 2
2 + 4 2 + 2
9 6 4 8 5 2 3 7 10 1 5 + 2 4 + 5
2 + 8 7 + 3
Activity 4 3 + 6 4 + 1
1 fourth 4 + 4 3 + 3
2 seventh
3 first Activity 11
4 sixth 1 Check with your teacher.
5 eighth 2
5 add 5 4 add 6 the sum of
Activity 5 2 and 8
6 plus 4 the sum of 9+1

1 2 3 4
3 and 7
1 2 3 4 the sum of 5 plus 5 the sum of

9 and 1 6 and 4
3 4 5 6 8+2 1 add 9 the sum of
5 and 5
7 8 9 10
7 plus 3 2 plus 8 7 add 3
3 4 5 6 Activity 12
Check with your teacher.
Activity 6
1
2 1 3 4 5
2
5 2 3 4 6
3
3 1 2 4 5
4
7 6 8 9 10
Unit 1 Page 19
A
Activity 13 Help
1 right Activity H1
2 wrong 5 + 4 = 9 0 1 2 3 4 5 6 7 8 9 10
3 right 10 9 8 7 6 5 4 3 2 1 0
4 right
5 right Activity H2
6 right 4 seven X
7 wrong 3 + 5 = 8 6 zero III
8 right 1 two IV
10 eight VI
Activity 14 5 four V
Check with your teacher. 2 six IX
9 one I
Activity 15 3 three VIII
1 3 7 five 0
2 4 0 nine II
3 4 8 ten VII
4 2
5 2 Activity H3
6 5 1 2
7 2
3 4 5 1 2 3
8 3
3 4
6 7 8 4 5 6
Activity 16
1 5–2=3 5 6
2 7–3=4 2 3 4 8 9 10
3 8–4=4
7 8
4 7–5=2 5 6 7 7 8 9
5 9–3=6
6 10 – 6 = 4
Activity H4
Activity 17 Check with your teacher.
Subtraction Adding back
1 10 – 0 = 10 0 + 10 = 10 Activity H5
2 10 – 1 = 9 1 + 9 = 10 1 3+2=5 4 6+3=9
3 10 – 2 = 8 2 + 8 = 10 2 5+1=6 5 9 + 1 = 10
4 10 – 3 = 7 3 + 7 = 10 3 4+2=6 6 7+2=9
5 10 – 4 = 6 4 + 6 = 10
6 10 – 5 = 5 5 + 5 = 10 Activity H6
7 10 – 6 = 4 6 + 4 = 10 1 5–2=3 4 6–5=1
8 10 – 7 = 3 7 + 3 = 10 2 7–3=4 5 8–4=4
9 10 – 8 = 2 8 + 2 = 10 3 10 – 4 = 6 6 9–5=4
10 10 – 9 = 1 9 + 1 = 10
Activity 18
1 right
2 wrong 5 – 4 = 1
3 right
4 wrong 9 – 6 = 3
5 right
Page 20 Unit 1
A
Extension
Activity E1
1 2 3 4 5 6 7 8 9 10
Activity E2 Activity C3
Check with your teacher. 1 4 + 4 = 8
2 6 + 3 = 9
Activity E3 3 2 + 5 = 7
Check with your teacher. 4 7 + 3 = 10
5 5 + 4 = 9
Activity E4
Check with your teacher. Activity C4
1 6 – 2 = 4
Mini-projects 2 5 – 4 = 1
M1, M2, M3, M4 3 8 – 3 = 5
Check with yourteacher. 4 7 – 5 = 2
5 9 – 6 = 3
Check it
Activity C5
Activity C1
1 right
1 2 3 4 5 6 7 8 9 10
2 wrong (answer is 10)
Activity C2 3 right
4 right
1 one 2 two
5 wrong (answer is 2)
3 three 4 four
5 five 6 six
7 seven 8 eight
9 nine 10 ten
Unit 1 Page 21
2 In the town centre
the town centre.

I often spend a day in
s and sometimes
Sometimes I go by bu
t to do. Looking
I go by car. There’s a lo
ings, having
Talk about it at the shops, buying th
ing to the cinema.
something to eat or go
Is there a town centre near you? ol too.
There’s a swimming po
What do you like to do if you visit the shops?
oney for most of
When do you use money? Of course you need m
od to know about
Have you spent any money today? these things, so it’s go
you can use.
all the coins and notes
Why is money important?

Which are the most useful for you? Tick the boxes. Skill code
■ Recognising coins MSS1/E1.1
■ Recognising notes MSS1/E1.1
■ Using coins MSS1/E1.1
■ Using notes MSS1/E1.1
■ Comparing size MSS1/E1.3
E1 NUMERACY Unit 2 Page 1

Recognising and comparing coins.
Which is which?
I’m sorting out some money, ready to go to town.
Can you tell which coin is which? Talk about coins in your group. Look at both
sides of some coins. Look at the edges of the coins too. What do you see?
Have you noticed that the 1p and 2p bronze coins are thinner than the £1 and
£2 coins?
Have you noticed that the £1 and £2 coins have writing round the edge as well as
on the faces of the coins?
Have you noticed that the £1 coin is thicker than the £2 coin?
Lift the coins one by one and feel their weight in your hand. What do you notice?
Compare the sizes and values of the coins below.
heads
tails
One penny = 1p Two pence = 2p One pound = £1 Two pounds = £2

Have you noticed that, although the 2p coin is larger than the £1 coin, the
£1 coin weighs more and is worth more?
Have you noticed that the 2p coin is both larger and heavier than the 1p coin?
Have you noticed that the £2 coin is both larger and heavier than the £1 coin?
Activity 1
1 Draw a ring round the smaller coin. 2 Draw a ring round the larger coin.
3 Draw a ring round the larger coin. 4 Draw a ring round the thinner coin.
5 Draw a ring round the most valuable coin.
Page 2 Unit 2 E1 NUMERACY MSS1/E1.1, 3

Heads or tails?
Have you ever flipped a coin and called ‘heads or tails’?

Have you heard ‘heads or tails’ used at the beginning of a match?
Heads I go to town today. Tails I wait until tomorrow!
Here are all my 1p and 2p coins. Some are heads up and some are tails up.
Activity 2
With another person, use some of your own coins to match the 1p and 2p
coins above. Put your coins on top of the pictures. Make sure they are the
same side up. Heads or tails!
Activity 3
1 How many 1p coins are heads up? .....................................
Cross them off (or take them off) as you count. ✗
2 How many 2p coins are tails up? .....................................
3 How many 1p coins are tails up? .....................................
4 How many 2p coins are heads up? .....................................
5 How many 1p coins are there altogether? .....................................
6 How many 2p coins are there altogether? .....................................
Remember
● All British coins have the Queen’s head on one side (heads) and the value of
the coin on the other side (tails).

● A one-penny (1p) coin is smaller than a two-pence (2p) coin.
● A one-pound (£1) coin is smaller than a two-pound (£2) coin.
MSS1/E1.1, 3 E1 NUMERACY Unit 2 Page 3

Sorting the silver

I have some silver coins too. I will need some of
them for my bus fare into town.
Some coins are round and some have several sides.

Look at some silver coins in your group.
Five pence = 5p Ten pence = 10p Twenty pence = 20p Fifty pence = 50p
Which coins are round and which have several sides?
Check how many sides the 20p and 50p coins have.
You could draw round the coins and number the sides 1, 2, 3, etc. to
check.
Activity 4
With another person or as a group, describe each of the silver coins. Then record
the words below.
Choose one of the words from the box to complete the statements correctly each
time. You can use the words more than once and some you may not use at all.
six higher lower seven larger eight smaller value round
e.g. A 50p coin is larger

..................................... than a 20p coin.
1 A 5p coin is ..................................... than a 10p coin.
2 A 20p coin has ..................................... sides.
3 A 10p coin is ......................................
4 A 50p coin has ..................................... sides.
5 A 50p coin has a ..................................... value than a 10p coin.
6 A 5p coin has a ..................................... value than a 20p coin.
Page 4 Unit 2 E1 NUMERACY MSS1/E1.1, 3

Activity 5
Here are all my silver coins. Look at both heads and tails.
Draw lines to connect the matching head and tail for each of the different coins.
Activity 6
Write the missing number in these sentences.
e.g. A fifty pence coin is worth 50
....................... p.
1 This coin is worth ....................... p. 2 This coin is worth ....................... p.
3 A ten pence coin is worth ....................... p. 4 A twenty pence coin is worth ....................... p.
5 This coin is worth ....................... p. 6 A five pence coin is worth ....................... p.
7 This coin is worth ....................... p.
Remember
● The five pence (5p) and ten pence (10p) silver coins are round.
● The 5p coin is smaller than the 10p coin. The 10p coin is larger than the 5p coin.
● The twenty pence (20p) and fifty pence (50p) silver coins have 7 sides.
● The 20p coin is smaller than the 50p coin. The 50p coin is larger than the 20p coin.
? Review
Do you need more practice in recognising coins? Yes ■ No ■

For more work on this, go to H1 and H2 (page 14) or E1 and E2 (page 16).
MSS1/E1.1, 3 E1 NUMERACY Unit 2 Page 5

Recognising notes.
Taking notes
Next time I go to town, I’m going to buy some

CD gift vouchers for my cousin’s birthday.
When do you use notes to pay? Talk about it in your group.

Look at some notes. Look at the colours and pictures. Look at both sides of the notes.
How can you tell which is which?
Activity 7
Five pounds = £5
Ten pounds = £10
Twenty pounds = £20
Look at the sizes of the notes as well as the colours. Which is biggest?
Which is smallest?
1 I want to get a £5 gift voucher. Put a 1 next to the £5 note.

2 I want to get a £10 gift voucher. Put a 2 next to the £10 note.
Remember
● Five pounds (£5) is the smallest note in size and value. It is printed in shades of green.
● Ten pounds (£10) is the next in size and value. It is printed in shades of brown.
● Twenty pounds (£20) is the largest in size and value. It is printed in shades of purple.
? Review
Do you need more practice in recognising notes? Yes ■ No ■

Page 6 Unit 2 E1 NUMERACY MSS1/E1.1

Selecting coins.
Bus fares
Activity 8
My bus fare to town is 65p.
1 For my bus fare I need one 50p, one 10p and one 5p coin.
Draw a circle round the coins I need.
2 Have I got enough to pay for my friend too?

To check, cross out another 50p, 10p and 5p coins from the coins above.
Activity 9
Sometimes I pay my bus fare to town with a £1 coin. Then I get some
change.
1 Sometimes I get one 5p, one 10p and one 20p.
Circle these coins from the selection below.
2 Sometimes my change is three 10ps, two 2ps and one 1p.
Cross out these coins below.
MSS1/E1.1 E1 NUMERACY Unit 2 Page 7

Selecting coins.
It’s a lottery
Today I’m going to buy a Lotto ticket in town.
I’ll ask for a ‘Lucky Dip’.
Do you ever buy a Lotto ticket?
Have you ever won any money? I won £10 last week.
Activity 10
1 I need a £1 coin for a lottery ticket.
Cross out all the £1 coins below.
2 How many £1 coins did you find. Count your crosses. .....................................
3 I like to use the coffee machine at the bus station.
It takes 50p coins. Cross out all the 50p coins below.
4 How many 50p coins did you find? Count the crosses. .....................................

Selecting coins.
Sweet slots 50p
There is a vending machine for

sweets in the bus station.
Activity 11
Work in your group. Make sure 40p 40p
you have plenty of coins. Take
turns to select the correct coins
40p
for the sweet-vending machine.
Record the correct coins by
drawing round them and
writing on the value. 75p
e.g.
Fruit and nut chocolate 40p
Select two 20p coins.
1 Chewing gum 50p Select one 50p coin.
2 Plain chocolate 40p Select four 10p coins.
3 Milk chocolate 40p Select one 20p and two 10p coins.
4 Big mints 75p Select 50p, 20p and a 5p coin.
5 Chewing gum 50p Select two 20p and one 10p coins.
6 Big mints 75p Select three 20p, one 10p and one 5p coins.

Selecting coins.
Time for lunch?

Here’s the Shopping Centre Cafe where I
like to have a snack on a sunny day.
Let’s have a look at today’s menu.
Pizza
£1
cheese and tomato
£2
cheese and ham
£2
pepperoni
£1
Burger in a bun
50p
Chips
£1
Coffee, tea,
cola, orange
Activity 12
Work with another person. Use some coins.
Choose an item for lunch and practise selecting the correct coins to pay for it.
Lunch ......................................................................................... Coins
Lunch ......................................................................................... Coins
Lunch ......................................................................................... Coins
Lunch ......................................................................................... Coins
Show your answers to your teacher.

Activity 13
My favourite snack is a pepperoni pizza and a cola. I need one and
one to pay for it.
1 a Ring an item on the menu that you might like for lunch.
b Now ring the correct coins to pay for the item from the selection below.
2 a Put a cross on two more items from the menu.
b Put a cross on the coins to pay the correct amount for the extra two items.
? Review
Do you need more practice in recognising coins? Yes ■ No ■

This work links to mini-projects M1 and M2 ( page 17).

Selecting coins and notes.
At the cinema
I’m going to the cinema as a birthday

COMING
celebration with my cousin.
Let’s see what notes and coins SOON...
I will need.
Harry Potter £20
Première
Do you ever go to the cinema?
James Bond 007 £5
How much does it cost?
Talk about it in your group. The Guru £10

Have a look now at the notes and
coins you might need.
SOUVENIR E
POPC ORN! £1 PROGRAMM
50p £2
Activity 14
1 Put a 1 on the correct note for Harry Potter.
2 Put a 2 on the correct note for The Guru.
3 Put a 3 on the correct note for James Bond 007.
4 Put a 4 on the correct coin for a souvenir programme.
5 Put a 5 on the correct coin for popcorn.

Selecting coins.
Late home
If I am out late I sometimes

take a taxi home.
That means that I need some
money for the taxi fare.
Do you ever go by taxi?
Activity 15
I need some money for taxi fares.
1 I need a £5 note.
Have I chosen correctly? .....................................
2 I need two £2 coins. Have I chosen

correctly? .....................................
3 I need four £1 coins. Have I chosen

correctly? .....................................
4 I need one £2 coin and three £1 coins.

Have I chosen correctly? .....................................
5 I need five £1 coins. Have I chosen

correctly? .....................................
? Review
Do you need more practice in recognizing coins? Yes ■ No ■

For more work on this, go to H1, H2, H3 and H4 (pages 14–15) or Activities E1, E2 and
E3 (page 16).

! Help
Activity H1
The machines in the town amusement
arcade take different coins.
1 Ring the 10p coin. 2 Ring the 1p coin.
3 Ring the 50p coin. 4 Ring the 2p coin.
5 Ring the £1 coin. 6 Ring the 20p coin.
Activity H2
I want to make a telephone call from
a town-centre call box.
1 I need 10p for a short local call.

Put a 1 on all the 10p coins.
2 I need 20p for a longer local call.

3 Choose a 50p for a very long local call.


!
Activity H3
Coins and notes can be used to pay for parking
in the multi-storey car park in town.
The pay machine at the car park takes coins

and notes. It costs £1 for each hour of parking.
Draw a line from each question to the payment due.
1 I need one £1 coin to pay for one hour.
2 I need one £2 coin to pay for two hours.
3 I need a £5 note to pay for five hours.
Activity H4
I am at the swimming pool. Have I got the right
money to do the things I want to do?
1 I need a £1 coin for a swim. Circle the £1 coin.
2 I need a 50p coin for a locker. Circle the 50p coin.
3 I need two 20p coins for a bar of chocolate.

Ring two 20p coins.
4 I need a £2 coin, a 10p coin and a 5p coin to buy

some goggles. Ring the correct coins.

▼
Extension
Activity E1
In your group, look at all the coins and notes you have been using. Arrange them
in order of value starting with 1p, 2p, and so on, up to £20. Record your list.
1p, 2p, ................................................................................................................................................... £20.
Activity E2
2p £2 1p 20p £5 5p
Draw a line to join
each coin or note
to its value.
10p
£10
50p
£20 £1
Activity E3
Menu
Use this menu to choose a snack. Work with another 1 Chicken salad £1 + 50p
person if you like.
2 Ham salad £1 + 50p
Write down the snack you choose.
3 Prawn salad £2
Draw the coins you will need.
4 Sandwiches £1 + 20p
5 Pork pie £1 + 10p
6 Drinks 50p + 20p + 10p
My snack Coins

▼
Mini-projects
▼
▼
▼
Activity M1
Here are the coins and notes we use.
Choose one coin and one note and write down three things you notice
about each one.
For example, here is what I notice about a 10p coin.

a A 10p coin is round.
b A 10p coin is silver.
c A 10p coin is larger than a 5p coin.
1 Here is what I notice about a ....................... coin.
a ..................................................................................................................................................................
b ..................................................................................................................................................................
c ..................................................................................................................................................................
2 Here is what I notice about a ....................... note.
a ..................................................................................................................................................................
b ..................................................................................................................................................................
c ..................................................................................................................................................................
If you have time, you can write about more coins and notes.
Activity M2
Make a note of things you spend money on this week. Record the coins
and notes you use in a table like this.
Money spent on Coins and notes used
Magazine 20p, 20p, 5p
Bus pass £10 note, £2 coin

✓ Check it
Activity C1
Tick the box to say if the coin is heads up or tails up.
1 heads ■ tails ■ 2 heads ■ tails ■
3 heads ■ tails ■
Activity C2
Draw lines to link each coin with its value.
1p
5p £1
20p
£2
Activity C3
Choose the correct coin or note and draw a circle round it.
1 Ring the 20p coin.
2 Ring the 5p coin.
4 Ring the £10 note.
18 Page 18 Unit 2 E1 NUMERACY

✓
Activity C4
How many are there of each coin?
Draw a line through each coin as you find it to help you count them.
1 There are 3
....................... 1p coins.
2 There are ....................... 2p coins.
3 There are ....................... 5p coins.
4 There are ....................... 10p coins.
5 There are ....................... 20p coins.
How am I doing?
Look back at the skills listed on page 1.
Now complete the sentences below.
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
1 Circle 1p coin. 1
2 Circle 2p coin.
3 Circle £2 coin.
4 Circle £2 coin.
5 Circle £2 coin.
Activity 2 2
✗ ✗ ✗ ✗
Activity 3
1 2
4 1
2 3
5 6
3 4
6 4
✗ ✗
1 A 5p coin is smaller than a 10p coin. 1 £1 coins crossed out.
2 A 20p coin has seven sides. 2 6 £1 coins.
3 A 10p coin is round. 3 50p coins crossed out.
4 A 50p coin has seven sides. 4 5 50p coins.
5 A 50p coin has a higher value than a 10p coin.
6 A 5p coin has a lower value than a 20p coin. Activity 11
Activity 5 1 Chewing gum
2 Plain chocolate
3 Milk chocolate
Activity 6
1 This coin is worth 5p. 4 Big mints
2 This coin is worth 20p.
3 A ten pence coin is worth 10p.
5 Chewing gum
4 A twenty pence coin is worth 20p.
6 A five pence coin is worth 5p. 6 Big mints
Activity 7 Activity 12, 13

1 2
Activity 14
Activity 8 1 4
1 50p, 10p, 5p circled.
2 Yes. 50p, 10p, 5p crossed out. 5
3

A
Activity 15 Activity E3
1 No 2 Yes 3 No 4 No, but there is Check with your teacher.
enough for the fare. Change = £1. 5 No
Mini-projects
Help
M1, M2
Activity H1 Check with your teacher.
1 Circle 10p coin. 4 Circle 2p coin.
2 Circle 1p coin. 5 Circle £1 coin. Check it
3 Circle 50p coin. 6 Circle 20p coin.
Activity C1
Activity H2
1 tails 2 heads 3 tails
2 3
Activity C2
1
2
1p
1 5p
2 20p £1
£2
3
1 Activity C3
1
1
Activity H3
1 2 3
2
Activity H4 3
1 Circle £1 coin. 3 Circle 20p coins.
2 Circle 50p coin. 4 Circle £2, 10p and
5p coins. 4
Extension
Activity E1 5
1p, 2p, 5p, 10p, 20p, 50p, £1, £2, £5, £10, £20.
Activity E2
Activity C4
2p £2 1p 20p £5 5p
2 4 2p coins
3 6 5p coins
4 4 10p coins
5 3 20p coins
10p
£10
50p
£20 £1

3 A busy life!
I have three children. Th

is
morning, I have to take
the
younger two children to
school before going to
work.
I have a meeting at 9 o’
clock
so I mustn’t be late!
I write everything in my
diary. At lunchtime I ha
ve a
dentist appointment.
After work I must do
some food shopping. Th
en I
pick up the kids from my
mum’s. I must remembe
r to
tell Mum there is footba
ll
Talk about it practice this afternoon
.
In the evening we are
What did you do today? going to the cinema. I
think
the film starts at 8 o’clo
What time did this lesson start? Did you arrive early, ck
but I’d better check. W
late or just at the right time? e need
to get there early to bu
y
What will you do after the lesson? tickets.
How do you keep track of time? Do you have a watch
or a diary?

■ Understanding the times of the day MSS1/E1.2
■ Knowing the days of the week and their order MSS1/E1.2
■ Knowing the seasons of the year and their order MSS1/E1.2

Understanding and using vocabulary related to the time of the day.
Not enough hours in the day!

I do many things during the day but some things
must come before others. I wake up before I have
breakfast. I use the bathroom before my teenage
daughter. If I don’t I will be late for work! I go to
work after taking my younger children to school.
This is a typical start to my day.
8:00 am
9:00 am
What is happening in the pictures?
Activity 1
Think about your day. What do you do? What comes first?
Draw or write in things you did during the day in order.
1 2 3 4
5 6 7 8

Activity 2
A day can be broken into four
sections: morning, afternoon,
evening and night time.
Usually people have breakfast
in the morning.
Morning is when the

sun rises. Most people
get up, have breakfast
and then go to work Afternoon is
or school. after midday.
Evening is when most Night time is when it is

people finish work or dark. Most people sleep
school and go home. at night. Midnight is
It starts getting darker when one day ends and
and the sun sets. another begins.
Look at the following pictures and write whether each shows morning,
afternoon, evening or night.
e.g. 1 2
morning
..................................................................... ..................................................................... .....................................................................
3 4 5
..................................................................... ..................................................................... .....................................................................
Activity 3
Write down something you usually do at these times of day. (Draw it on
paper if you prefer.)
Morning ..........................................................................................................................................................
Afternoon .......................................................................................................................................................
Evening ............................................................................................................................................................

Activity 4
There are 24 hours in the day. Some

clocks only go up to 12, so each time
is repeated twice in one day. It can be
9 o’clock in the morning or 9 o’clock in
the evening. I go to work at 9 in the
morning. If I went at 9 at night the
office would be closed!
12 o’clock can be midnight or 12 o’clock midday.

12 12
11 1 11 1
12 o’ clock midnight is in the middle of the night. 10 2 10 2
9 3 9 3
The next day starts at midnight. 8 4 8 4
7 6 5 7 6 5
12 o’ clock midday is the start of the afternoon.
Remember
● There are 24 hours in one day.
Look at these pictures. Decide whether they are in
the morning, afternoon or evening.
e.g. 1 2
7 o’clock 10 o’clock 2 o’clock

morning
..................................................................... ..................................................................... .....................................................................
3 4 5
9 o’clock 3 o’clock 12 o’clock
..................................................................... .................................................................... .....................................................................

Activity 5
On particularly busy days I write in my Instead of writing 9 o’clock and
diary so that I don’t forget anything or 10 o’clock, I write the times in a shorter
anyone! Or I write a time plan. form 9:00, 10:00 and so on.
A typical plan may look like this.
Answer these questions.
e.g. What time am I meeting Alan? 1 o’cloc‡

........................................................................
1 When is the staff meeting? ........................................................................
2 What time is my dentist appointment? ........................................................................
3 What time does Rob need to be picked up? ........................................................................
4 Make up a daily plan for yourself. Write in what you did today.
8:00 morning 3:00
9:00 4:00
10:00 5:00
11:00 6:00
12:00 midday 7:00
1:00 8:00
2:00 9:00
? Review
Do you need more practice in times of the day? Yes ■ No ■


Knowing the days of the week and their order.
Only seven days in a week!

My favourite day of the week is Friday. I look
forward to it because the whole weekend is
in front of me. I like the weekends too,
Saturday and Sunday, because I do not
go to work on those days.
There are seven days in the week and they follow each other in a cycle.
Monday
Sunday Tuesday
Weekend
Saturday Weekdays Wednesday
Friday Thursday
Do you have a favourite day?
Activity 6
Look at the cycle of days to help you fill in these answers.
e.g. What day follows Monday? Tuesday
........................................................................
1 What day comes before Thursday? ........................................................................
2 What day comes after Sunday? ........................................................................
3 If today is Wednesday, what will it be in two days’ time? ........................................................................
Remember
● There are seven days in one week.
● The weekdays are Monday, Tuesday, Wednesday, Thursday and Friday.
● The weekend includes Saturday and Sunday.

Activity 7
What is yesterday? It is the day before

today. Tomorrow is the day after today.
So, if today is Friday, yesterday was
Thursday and tomorrow will be Saturday.
Answer these questions.
1 What is today? ........................................................................
2 What was yesterday? ........................................................................
3 What will tomorrow be? ........................................................................
4 What day will it be in three days’ time? ........................................................................
5 What day will it be one week from now? ........................................................................
Activity 8
I fill out the work sheets for our factory. This is an example. There are four
shifts each day and I try to give the workers a range of shifts during the week.
Monday Tuesday Wednesday Thursday Friday
Day shift
Sam Sam Alan
8:00–2:00
Afternoon shift
2:00–8:00
Alan Charlie Charlie
Late shift
Alan Sam Sam
8:00–2:00
Night shift
Alan
2:00–8:00
Look at the work sheet and answer these questions.
How many shifts is Alan doing this week? 4 .....................................
6 hours
How long is Alan’s shift on Monday? .....................................
1 How many shifts is Sam doing this week? .....................................
2 How long is Sam’s shift on Thursday? .....................................
3 Charlie works part time. How many shifts is he doing this week? .....................................
4 Ben can’t work on Friday. Write in four different shifts for him for this week.

Activity 9
Can you work a video

recorder? I have so much
trouble! By the time I
work out what to do the
programme has finished!
Have a look through some TV guides and discuss these questions.
1 What is your favourite programme? ........................................................................
2 What day of the week is it on? ........................................................................
3 Is it on more than one day? ........................................................................
4 Find a programme that is on every day of the week. ........................................................................
5 Find one that is only on at the weekend. ........................................................................
Activity 10
Use the TV guides to answer these questions about the Soaps.
1 On which weekdays can you watch 2 What time does Brookside start on
EastEnders? Friday?
Monday
........................................................................, ........................................................................
3 On which channel is Coronation 4 On which weekend day can you watch

Street? EastEnders?
........................................................................ ........................................................................

Activity 11
Which programmes would you
watch every day? What times
would you want them to be on?
Which programmes would you
never watch?
Make your own ideal TV guide for three days.
Look through a TV guide.
Write which days of the week you would choose.
Include about four programmes per day. Give their times.
Day Day Day A/W

N3.51
Time Programme Time Programme Time Programme

Activity 12
On television and in newspapers they sometimes tell you the weather
forecast for the next five days.
Look at the forecast and answer the questions. Draw or write the answers.
e.g. What will the weather be like on

Wednesday?
Wednesday
cloudy
........................................................................
1 On which weekday will it rain?

Thursday
........................................................................
2 What will the weather be like at

the weekend?
Friday
........................................................................
3 On what day will we have sun and

cloud?
Saturday
........................................................................
Sunday
Activity 13
On signs and posters the days of the week are sometimes written in a
shortened (abbreviated) form. For example, Monday is shortened to Mon.
The days are easier to write in this way and they take up less space.
Look at the days of the week and the abbreviations. Match the day of the
week to its shortened form.
Monday Wed.
1 Tuesday Fri.
2 Wednesday Mon.
3 Thursday Sun.
4 Friday Thurs.
5 Saturday Sat.
6 Sunday Tues.

Activity 14
I need to know what times the shops

are open. Some close at midday.
Some are not open on Sundays. Look at the shop times and answer the questions.
e.g. What time does the clothes shop shut on Sunday?

5:00
..........................................................
1 What time does the clothes shop close on Saturday?
.........................................................
Mon: 9:00–6:00
Tues. 10:00–6:00 2 On which weekday does the clothes shop
Wed. 9:00–6:00
Thurs. 9:00–7:00
open later in the morning? .........................................................
Fri. 9:00–7:00 3 What time does the clothes shop open on Sunday?
Sat. 9:00–6:00
Sun. 1:00–5:00 .........................................................
4 What time does the corner shop close

Mon.–Fri.
for lunch? ................................................................ 8:00–8:00
Sat.
5 What time does the shop close on 8:00–6:00
Wednesday? ...........................................................
Sun.
10:00–4:00
6 What time does the shop open on Closed for lunch
1:00–2:00
Sunday? ....................................................................
Video shop 7 On which days does the video shop close at

Mon.–Wed. 2:00–8:00 8:00? .........................................................
Thurs. 2:00–10:00
<a/w N3.56> 8 What time does the shop open on Saturday?
Fri. 2:00–10:00
.........................................................
Sat. 12:00–10:00
Sun 10:00–12:00 & 2:00–4:00 9 What time does the shop close on Thursday?
.........................................................
? Review
Do you need more practice on the days of the week? Yes ■ No ■


Knowing the seasons of the year and their order.
The four seasons

My children do not go to school for the whole
summer. This is when they have their long holiday.
School starts again in the autumn term.
A year is divided into four seasons: summer, spring,

autumn and winter. The seasons are a cycle that
happens every year.
summer
spring autumn
winter
In Britain summer is usually the hottest season and winter is the coldest season.
Activity 15
1 Draw pictures to remind you of the different seasons.
autumn winter
summer spring
2 Draw in arrows to show the order of the seasons.
? Review
Do you need more practice with seasons? Yes ■ No ■


! Help
Activity H1
1 Look through these words. Discuss any you are
not sure about with your teacher.
morning afternoon evening night

before after early late
2 Write or draw what you might do at these times

of the day.
e.g. 9:00 in the morning a 3:00 in the afternoon b 11:00 at night
c 6:00 in the evening d 6:00 in the morning e 12:00 midday

!
Activity H2
Fill in the missing days and times on the work sheet.
Monday Wednesday Thursday Saturday

8:00 Ben Jo Ben Salma Salma Ben
morning
9:00
11:00
1:00 Jo Ben Salma Jo Jo Salma

2.00
5:00
Who is working three morning shifts? ........................................................................
Activity H3
Look at the pictures. Write the name of the season under each picture.
Draw arrows to show the order of the seasons.
............................................................................................. .............................................................................................
............................................................................................. .............................................................................................

▼ Extension 12
11 1
10 2
Activity E1 9 3
8 4
Answer these questions about television programmes. 7 6 5
Use the clock to help you.
1 The Simpsons cartoon special starts at 6:00 and lasts one hour.
What time does it finish? .....................................
2 The football is on from 2:00 until 5:00. How long is it on for?
.....................................
3 EastEnders lasts for 2 hours on Sunday. It finishes at 4:00. What time
does it start? .....................................
4 Channel 4 News starts at 7:00 and finishes at 8:00. How long is the
programme? .....................................
5 Brookside Omnibus starts at 5:00 and lasts for 1 hour. What time does it
finish? .....................................
Activity E2
Make up a weekly work sheet for Monday to Saturday.
Monday Tuesday
8:00–
Split each day into two shifts of four hours: 8:00 to 12:00 and 2:00 to 6:00.
Write in an equal number of shifts for Ben, Jo, Salma and Aisha.
E1 NUMERACY Unit 3 Page 15 15

▼
Mini-projects
▼
▼
Activity M1
Make daily time plans for the next few days. Write in the hours in the day
and any meetings or appointments you need to remember.
Activity M2
Make a weekly diary for yourself.
Use two pieces of paper. Fold them in half

Weekly
and staple them together to make a book. diary
Label the cover. Open the book and write one day of the week at the top of
each page. Split the day into hours or sections, for example, morning,
afternoon and evening.
e.g. Monday 8 am
or Monday
9 am 9.00
Morning
10 am
11 am
10.00
12 pm
1 pm
Afternoon 11.00
2 pm
3 pm
12.00
4 pm
5 pm
Evening 1.00
6 pm
7 pm
8 pm
2.00
Don’t forget to write down your next maths or numeracy session.

✓ Check it
Activity C1
Look at each picture and label the time of the day.
1 Night
........................................................................ 2 ........................................................................
3 ........................................................................ 4 ........................................................................
Activity C2
Write the seven days of the week in order, starting from Monday.
Monday Saturday
.....................................
Thursday
.....................................
Tuesday
.....................................
Friday
.....................................
..................................... Wednesday
..................................... Sunday

▼
Activity C3
Write the four seasons in order.
Spring
Summer Winter Autumn
How am I doing?
I am confident with .................................................................................................................................
................................................................................................................................................................................
I need more practice with ...................................................................................................................
Date .....................................

A Answers
Check with your teacher. Check with your teacher.
1 evening 1 Thursday
2 afternoon 2 sunny
3 night 3 Friday
4 morning
5 evening Activity 13
Monday Wed.
Activity 3
Tuesday Fri.
Wednesday Mon.
Activity 4 Thursday Sun.
1 night Friday Thurs.
2 night Saturday Sat.
3 morning
Sunday Tues.
4 afternoon
5 afternoon or midday? Activity 14
Activity 5 1 6:00
2 Tuesday
1 12:00 midday
3 1:00
2 3:00
4 1:00–2:00
3 5:00
5 8:00
4 Check with your teacher.
6 10:00
Activity 6 7 Monday, Tuesday and Wednesday
8 12:00
1 Wednesday
9 10:00
2 Monday
3 Friday Activity 15
Activity 7 Check with your teacher.
Help
Activity 8
Activity H1
1 4
2 6 hours
3 2 Activity H2
Monday Tuesday Wednesday Thursday Friday Saturday
Activity 9 8:00
morning
Ben Jo Ben Salma Salma Ben
Check with your teacher. 9:00

10:00
Activity 10 11:00
12:00
1 Monday, Tuesday, Thursday, Friday, Sunday 1:00 Jo Ben Salma Jo Jo Salma
2 8:00 (in the evening) 2.00

3:00
3 3
4:00
4 Sunday 5:00
Note: these answers may change. Ben is working three morning shifts.

A
Activity H3 Check it
Activity C1
Autumn Winter 2 morning
3 afternoon
4 evening
Summer Spring
Activity C2
Monday
Tuesday
Extension Wednesday
Thursday
Activity E1 Friday
1 7:00 Saturday
2 3 hours Sunday
3 2:00
4 1 hour Activity C3
5 6:00
Spring
Activity E2
W inter Summer
Mini-projects
Autumn
M1, M2

4 What’s in store?
We are having a party so I’m off to

do some shopping. I’ve made a list
of all the food I need. I’m going to
make pasta salad for everyone. I
will buy the largest bag of pasta I
can find!
I am going to Bestcos superstore.

I will be able to get everything I
need there. It is only a short bus
ride away. Inside, it is easy for me
to get around, as the aisles are
wide enough for my wheelchair.
Tim is coming with me to help carry

the heavy bags. He is tall and can
reach all those high shelves!
Talk about it
Where do you do your food shopping?
Is there a superstore near you?
Do you look at the size of packages you buy?
If a package is bigger, is it heavier as well?
Food packages come in different shapes. Do you look at the shapes of
the packages?
Which shapes can you think of?
Here are the skills you will practise in this unit.

■ Describing and comparing sizes MSS1/E1.3
■ Describing and comparing length MSS1/E1.4
■ Describing and comparing weight MSS1/E1.5
■ Describing and comparing capacity MSS2/E1.6
■ Naming common 2-D and 3-D shapes MSS2/E1.1
■ Understanding positional vocabulary MSS2/E1.2

Describing and comparing size.
Size matters
Hi! People call me Min, short for

Mini, because I am not a very
large person. When I go
shopping I need to buy small
sizes in clothes.
What does Min mean by

large and small?
Compare the sizes of these

two T-shirts.
small large
Activity 1
Compare the sizes and ring the smaller one of each.
1 2
3 4
Activity 2
Compare the sizes. Ring the larger one of each.
1 2 3 4

Activity 3
When I arrive at the superstore. I need to

decide which trolley to use. Normally I use a
small trolley. We are buying food for the party
so I need to buy more than usual. Do I need a
large trolley or a small one? A larger trolley will
hold more food.
Food comes in different sized packets and containers.

Look at the three pasta bags.
The red bag is smaller than the blue bag.
The yellow bag is smaller than both. It is the smallest.
I need a lot of pasta, so which bag is the largest? ........................................................................
Compare the sizes. Ring the smallest of each.
e.g. 1
2 3
Activity 4
Draw three boxes in order of size, from smallest to largest.
smallest largest
? Review
Do you need more practice in describing and comparing sizes? Yes ■ No ■


Describing and comparing length, width and height.
The long and the short of it
Hey, look at the length of this spaghetti!

It is really long! I like spaghetti but it’s
too messy for the party. I need shorter
pasta, like macaroni.
short
long
longer
Activity 5
Long and short are two words for describing the length of something.
Compare each pair of objects. Ring the longer one of each.
1 2
3 4
Activity 6
We can use a metre rule to measure lengths. Use the metre
rule and compare it with these objects. Write whether the
objects are longer or shorter than the metre rule.
e.g. A pencil is shorter

..................................... than one metre.
1 The table is ..................................... than one metre.
2 The white board or chalkboard is ..................................... than one metre.
3 A piece of paper is ..................................... than one metre.
4 The window is ..................................... than one metre.

Activity 7
I have difficulty visiting some shops because I

can’t get around them in my wheelchair. Bestcos
is fine. The floor is very smooth with no steps, the
aisles are long and wide and the checkouts are
not too narrow for my wheelchair.
What do we mean by wide and narrow? As well as length, some things

can be measured for width and height.

A table can be measured for length, width and height.
Compare your table with a metre rule. Ring yes or no to

answer the questions.
1 Is your table longer than one metre? yes or no length

width
2 Is it wider than one metre? yes or no
3 Is it higher than one metre? yes or no height
Activity 8
Tim is very tall. He can reach the high shelves,

which I can’t reach. He is the tallest of all our
friends. They are shorter than him.
Write the names of our friends in

<a/w N4.41 = pic of five people, all standing up,
order from tallest to shortest.
Tim, the tallest and four other friends, 1 man and
3 women, all different heights and races, 20ish, 1 Tallest: Tim
modern and trendy. Arrange height as follows
2
from tallest to shortest, Tim, Jo (girl), Pete, Sue,
May. Make distinct differences in sizes. 3
5 Shortest:
May Sue Pete Jo Tim
? Review
Do you need more practice in understanding length? Yes ■ No ■


Comparing and describing capacity.
Half full or half empty?

We sometimes stop at the superstore cafe for a drink before going home. Today
we both had orange juice. The machine broke down and my glass was not full. So I
bought a bottle and poured that into my glass. But then I had too much!
Activity 9
Ring the container you think will hold more.
e.g.
1 2
3 4
Activity 10
Look at these glasses. Colour in the glass to match the words.
full half full empty
? Review
Do you need more practice in describing capacity? Yes ■ No ■


Describing and comparing weight.
Light weight!
We travel to the superstore by bus.

We need to be able to carry the
shopping home, so the bags
mustn’t be too heavy!
Which would you rather carry?
Which bag would be lighter?
Which bag would be heavier?
Activity 11
Use your hands to compare the weight of different items.
Which feels heavier? Which feels lighter?
Ring the heavier object in each pair.
1 2
3 4
Activity 12
Find three objects in your room. Compare their weights.
Draw them in order from lightest to heaviest.
lightest heaviest
? Review
Do you need more practice in describing and comparing weight? Yes ■ No ■


Recognising and naming common 2-D shapes.
Shape up
I’m hoping to pass my driving test soon. So while we

are on the bus home, Tim tests me on the different
road signs. I notice there are four main shapes.
circle triangle square rectangle

The shapes are used to give meaning quickly.
Circles give orders. Triangles give warning. Squares and rectangles give
information.
A square is a special rectangle. It is special because all the sides are the
same length.
Activity 13
Look at the different signs. Match the signs to their shapes.
GO
P
What signs do you see when you go home?
Draw one here.
What shape is it? ........................................................................

Activity 14
When we get home

we have coffee and
biscuits. I notice these
shapes on the plate.
1 How many of the biscuits are shaped like a circle? .....................................
2 How many triangle-shaped biscuits are there? .....................................
3 How many biscuits are shaped like a rectangle? .....................................
4 What shape is the plate? .....................................
Activity 15
Look at these shapes. Pick a word from the box

to make each sentence correct.
e.g. A rectangle has ‰our

..................................... sides.
1 A triangle has ..................................... sides.
2 A circle is ..................................... . four round three

equal corners
3 A circle has no ..................................... .
4 A square is a rectangle but all the sides are ..................................... .
? Review
Do you need more practice with 2-D shapes? Yes ■ No ■


Recognising and naming common 3-D shapes.
Pack it in!
Tim and I put the shopping
away in very different ways.
Tim likes to put the packages
away according to what they
are – all the soup together, all
the cereal together, and so
on. I like to put them away
according to their shape. I put
all the boxes together and all
the tins together because
they stack better that way
… but Tim is putting the
shopping away today.
Activity 16
Look at the shapes of these objects. Sphere
In what way are they different? In what way
are are they similar?
Cuboid
Look at the different objects your teacher has
brought in. How would Min like them sorted?
Put all the spheres together, all the cubes

Cube
together, all the cylinders together and then all
the cuboids.
Cylinder
Activity 17
Min has re-arranged the shopping her way.
Which shapes has she put in each cupboard?
e.g. cylinders
..................................... 1 ........................................... 2 .......................................... 3 ...........................................

Activity 18
Why did Min put the oranges in a bowl?
Think of a selection of 3-D shapes. Find out

which shapes roll and which shapes can be stacked.
Which shape can roll and be stacked?
........................................................................
Activity 19
Look at these pictures of 3-D shapes. Match each
shape to its name.
cylinder
cube
cuboid
sphere
? Review
Do you need more practice with 3-D shapes? Yes ■ No ■


Understanding positional vocabulary.
Here, there and everywhere We’re getting ready

for the party.
Discuss the pictures together and look at the words in bold. These words
show position or direction.
right left top behind near above in front
Think of other words that show direction.
Activity 20
With another person, play a game similar to ‘I spy’. Choose an object in the
room but keep it secret. Give one clue to its location using a position word.
For example ‘It’s near you’. The other person can ask questions using
positional words to find the object. For example ‘Is it next to a book? Is it
on top of the table?’ Take turns choosing objects.
Activity 21
Match the words to their opposite meaning.
in front
left
far top inside
near
bottom
right
behind outside

! Help
Activity H1
Compare the tins in each group. Draw a ring around the word that describes
the red tin.
e.g. Larger or smaller?
1 Larger or smaller? 2 Larger or smaller?
3 Largest or smallest? 4 Largest or smallest?
Activity H2
Collect five differently coloured pencils.
Compare the lengths of two pencils. Which is longer?
Add another pencil and compare.
Add a fourth pencil and compare.
Now add the fifth.
Order all the pencils according to length and draw the results.
..................................... ..................................... ..................................... ..................................... .....................................
shortest longest
Activity H3
Use five different containers and some water.
1 Predict which one will hold the most and which one
the least amount of water. How will you find out? Try it.
2 How many of one container will fill another?

Will four eggcups fill one mug? Try it.

!
Activity H4
Use a balance, if necessary, and five small objects.
Which is the heaviest? Which is the lightest?

Weigh the objects to find out.
Order the objects from lightest to heaviest and draw them.
..................................... ..................................... ..................................... ..................................... .....................................
lightest heaviest
Activity H5
Identify the shapes in the pictures.
In the boat picture In the train picture
1 How many circles? ..................................... 4 How many circles? .....................................
2 How many triangles? ..................................... 5 How many triangles? .....................................
3 How many rectangles? ..................................... 6 How many rectangles? .....................................
Activity H6
Write down one item for each of these shapes. Look back at Activity 16 to help you.
Cube ........................................................................ Cylinder ........................................................................
Sphere ..................................................................... Cuboid ........................................................................

▼ Extension
Activity E1
Look at the diagram of the kitchen cupboard.
What do the three arrows refer to? .............................................................................................
Label each arrow with the correct word: length, width or height.
Activity E2
Use a mug and a bowl.
Estimate Actual
1 How many mugs of water will it take to ..................................... .....................................
half-fill the bowl? Estimate then try it.
2 How many mugs to fill the bowl? ..................................... .....................................
Activity E3
Use five food items of similar weight. Estimate the order of the items from
lightest to heaviest.
Write your estimate here. (Draw it on paper if you prefer.)
..................................... ..................................... ..................................... ..................................... .....................................
lightest heaviest
Compare the weights using a balance.
Write the results. (Draw your results on paper if you prefer.)
..................................... ..................................... ..................................... ..................................... .....................................
lightest heaviest
How close was your estimate?
Activity E4
Use some flat gummed shapes and a piece of paper.
Make a picture using exactly eight triangles, four rectangles,

six circles and two squares.

▼
Mini-project s
▼
▼
Activity M1
Min can’t get through some doors in her wheelchair. She needs just under one
metre to fit her chair through. Could she get into the room in which you have
this lesson?
Is there enough room for the wheelchair between the tables and chairs?
Where would she have trouble?
Your teacher will give you a stick or piece of string that you can use to find out.
Now look at your home in the same way. Where would someone in a
wheelchair have problems? How could you make it easier for them?
Activity M2
Compare some containers at home.
How many mugfuls of water does it take to fill the washing-up bowl?
Estimate how many washing-up bowls to fill the bath.
How many buckets would fill a paddling pool?
Look at cartons, bottles and jars at the shops. Compare how much they hold.
Activity M3
Use up to four carrier bags and a selection of food of different weights.
Pack the food into the bags.
Try to make the bags as even in weight as possible.
Activity M4
Pack some bags of food. Look at the
shapes of the packages. Put all the
cuboids together, then the cylinders,
cubes and spheres.
Pack a box of food. Fit the shapes

together to get as much food as
possible into the box without
breaking or squashing anything.

✓ Check it
Activity C1
Order the T-shirts according to size from the smallest to the largest.
Draw or write the colours for them.
..................................... ..................................... ..................................... ..................................... .....................................
smallest largest
Activity C2
Ring the item that is lighter in weight.
1 Feather or mug 2 Elephant or cat
3 Baby or adult 4 Book or pencil
Activity C3
Ring the container that will hold more.
1 Bucket or mug? 2 Glass or egg cup?
3 Washing-up bowl or glass? 4 Watering can or paddling pool?

✓
Activity C4
Look at the coloured pencils and answer the questions.
1 Which is the longest pencil? ........................................................................
2 Which is the shortest pencil? ........................................................................
3 Which two pencils are shorter than the green one? .......................................... ..........................................
Activity C5
Match the names to the shapes.
triangle
circle
square
rectangle ............................... ............................... ............................... ...............................
Activity C6
Match the names to the shapes.
cylinder
sphere
cube
cuboid ............................... ............................... ............................... ...............................
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ...............................................

A Answers
Activity 1 5
1
Activity 6
Activity 7
Activity 8
4 1 Tallest: Tim
2 Jo
3 Pete
Activity 2
4 Sue
1 5 Shortest: May
Activity 9
2 1
3 2
4 3
Activity 3 4
1 2
Activity 10
Activity 11
Activity 4
1 2
Activity 5
1
3 4

A
Activity 13
GO
P cylinder
cube
cuboid
sphere
Check with your teacher. Activity 20

Practical activity.
Activity 14
1 3 Activity 21
2 5
in front left
3 6 top inside
4 circle/circular far
near bottom
Activity 15 right
1 three behind outside

2 round
3 corners Help
4 equal
Activity H1
Activity 16
1 larger 2 smaller
Practical activity. Check with your teacher. 3 smallest 4 largest
Activity 17 Activity H2
1 cubes Practical activity, various responses.
2 cuboids
3 spheres Activity H3
Practical activity. Check with your teacher.
Activity 18
Practical activity. Activity H4
Cylinder rolls but can be stacked Practical activity. Check with your teacher.
Activity H5
1 One 2 Five
3 Two 4 Eight
5 One 6 Six
Activity H6

A
Extension Activity C5
Activity E1
triangle circle square rectangle
Height Activity C6
Width
Length
cylinder sphere cube cuboid
Activity E2
Activity E3
Activity E4
Mini-projects
M1, M2, M3, M4
Practical activities. Check with your teacher.
Check it
Activity C1
blue, orange, green, yellow, red
Activity C2
1 feather 2 cat
3 baby 4 pencil
Activity C3
1 bucket 2 glass
3 washing up bowl 4 paddling pool
Activity C4
1 yellow
2 red
3 blue and red

5 A load of rubbish
door
Arfan and Beth are next-
they
neighbours. One Saturday
ng centre.
meet at the local recycli
of
Arfan has brought a load
r bins. Beth
newspapers to the pape
ttles to the
Talk about it has brought a load of bo
bottle bank.
Do you recycle rubbish? uld be
Arfan and Beth think it wo
cycling
What different ways are there to get rid of rubbish? a good idea to form a re
uade other
What kinds of rubbish can you recycle? group. They hope to pers
eir waste.
What kinds of rubbish can you not recycle? neighbours to recycle th
What numeracy skills are required for recycling rubbish?
What are the advantages of recycling rubbish?
What are the disadvantages of recycling rubbish?

■ Extracting information from lists HD1/E1.1
■ Sorting and classifying objects HD1/E1.2
■ Constructing representations and diagrams HD1/E1.3

Extracting simple information from lists.
On my list
Everyone finds it useful to keep lists.
What lists do you find useful?
What other lists can you think of?
Arfan keeps a list of the things he must do today.
TO DO LIST
Contact rubbish tip

Take rubbish to tip
✓ Collect prescription
Write letter home
Meet Beth and Cory
Activity 1
1 How many items does Arfan have on his list? ........................................................................
2 What is the first item on Arfan’s list? ........................................................................
3 What is the second item on Arfan’s list? ........................................................................
4 Who is Arfan meeting today? ........................................................................
5 Why do you think one of the boxes is ticked? ........................................................................
Activity 2
1 Make your own list of things to do today.
TO DO LIST
2 Give your list to another person. Ask them some questions about
your list.
Page 2 Unit 5 E1 NUMERACY HD1/E1.1

Arfan also keeps a list of things he must do this week
Take rubbish Dentist Return Visit

to tip appointment library books grandmother
Meet Beth Meet Edward
and Cory
Activity 3
1 How many items does Arfan have on his list? ........................................................................
2 What is Arfan doing on Thursday? ........................................................................
3 What day is Arfan’s dentist appointment? ........................................................................
4 Which people will Arfan meet this week? ........................................................................
5 Complete Arfan’s diary to include the following:

Take cat to the vet on Tuesday.
Go to the cinema on Friday night.
Meet Farooq after going to the library.
Activity 4
1 Make your own list of things to do this week.
2 Give your list to another person. Ask them some questions about your list.
? Review
Do you need more practice extracting information from lists? Yes ■ No ■


Extracting simple information from lists.
Contacting the Council

Arfan needs to contact the rubbish tip. He wants to find
out when the tip is open.
He looks in the Council Directory to find the information.
INDEX
Section page number
Introduction 1
Benefits 2
Education 5
Health 8
Housing 10
Rubbish 12
Social Services 14
Tourism 16
To find the correct number, Arfan places a ruler under the word ‘rubbish’.
Activity 5
Use a ruler to help you to answer the following questions.
1 What is the page number for education? ........................................................................
2 What is the page number for Social Services? ........................................................................
3 What information will you find on page 10? ........................................................................
4 On what page would you find health information?........................................................................
Arfan finds this list of rubbish tips on page 12.
Your local rubbish tips
Telephone
Amble 852 834
Bamburgh 852 902
Haltwhistle 853 205
Ninebanks 852 947
Ponteland 854 384
Rochester 857 838
Wallsend 854 070

Activity 6
1 How many rubbish tips are listed in the directory? ........................................................................
2 What is the telephone number of the rubbish tip in Ninebanks?
........................................................................
3 What is the telephone number of the rubbish tip in Wallsend?
........................................................................
4 Which rubbish tip has the telephone number 857 838? ........................................................................
Activity 7
AMBLE RUBBISH TIP Amble Lanes, N4 4DH
Here are the opening
Monday Open 8 o’ clock to 4 o’ clock
times for Arfan’s nearest
rubbish tip. Tuesday Open 8 o’ clock to 4 o’ clock
Wednesday Open 8 o’ clock to 1 o’ clock
Thursday Closed
Friday Open 8 o’clock to 4 o’ clock
Saturday Closed
Sunday Closed
The list shows that on Thursday the tip is closed all day.
On Friday the tip is open from 8 o’clock to 4 o’clock.
1 On which days is the rubbish tip open? ......................................................................................................
2 On which days is the rubbish tip closed? ....................................................................................................
3 What time does the rubbish tip open on a Monday? ........................................................................
4 What time does the rubbish tip close on a Monday? ........................................................................
5 What time does the rubbish tip close on a Wednesday? ........................................................................
? Review
Do you need more practice extracting information from lists? Yes ■ No ■

For more work on this go to H3 (page 13) .
This work links to mini-project M1 ( page 16).

Sorting and classifying objects using a single criterion.
Paper chase
Beth collects paper for her local paper bank. Here
are two types of paper.
The paper can be divided into newspapers and

magazines.
Which are newspapers and which are magazines?
Activity 8
Beth carefully places the paper
into different bags.
Place these papers into the

correct bags. The first one
has been done for you
Activity 9
Cliff takes bottles to his local bottle bank.
Here are the bottles he will take this week.
1 How many green bottles are there?
2 How many brown bottles are there?
3 How many bottles are there altogether?
Here are two more bottles.
4 Describe these bottles.
......................................................................................................................................
......................................................................................................................................

Activity 10
Cliff makes a list of his bottles.
Green bottles 6
Brown bottles 5
Clear bottles 2
3 How many clear bottles are there?
4 How many clear and brown bottles are there?
5 Draw a picture in the space below to show the bottles.
Activity 11
Davin also takes his bottles
to the bottle bank. The
bottle bank has different
sections for the different
colours.
Davin carefully places the

bottles in the different
sections.
Place these bottles into the

correct sections of the bottle
bank. The first one has been
done for you.
? Review
Do you need more practice sorting and classifying objects? Yes ■ No ■


Sorting and classifying objects using a single criterion.
Giving to charity
Edward has been collecting crisp
packets for charity.
Here are some of the crisp

packets he has collected so far.
There are different ways to sort the crisps.
You could classify them by make (or brand)

What makes of crisp are there? ...............................................................................................................
You could classify them by flavour.

What flavours of crisp are there? ...............................................................................................................
You could classify them by size.

What sizes of crisp packet are there? ...............................................................................................................
Check your answers with your teacher.
Activity 12
Crispy Crisps is donating money to charity for each empty packet collected.
1 How many cheese and onion crisp packets has Edward got?
2 How many crisp packets are normal size?
3 How many Crispy Crisps packets are there?
4 Draw a circle around all the Crispy Crisps packets.
5 How many crisp packets cannot be used to raise money?
6 How many of the Crispy Crisps packets are normal size?
7 How many of the Crispy Crisps packets are family size?

Activity 13
Fleur has also been collecting crisp packets for charity.
Here are some of the crisp packets she has collected so far.
1 How many packets of cheese and onion crisps are there?
2 How many packets of salt and vinegar crisps are there?
3 How many family size packets are there?
4 How many Crispy Crisps packets are cheese and onion?
5 How many Crunchy Crisps packets are family size?
? Review

For more work on this, go to E1 (page 15).

Constructing simple representations and diagrams.
Sorting the rubbish

Arfan is looking at the contents of his
rubbish bin. What items of rubbish can
you see in the rubbish bin?
Arfan decides to put the rubbish into piles.

Here are all the bottles.
Activity 14
A better way to show
this information might
be as follows:
This is called a pictogram.
2 How many clear bottles are there?
4 Which bottle is the most common?
Activity 15
Here are some cans.
<a/w N5.25 picture of 5 blue, 3 orange and 3 silver cans>
Show this information as a pictogram on this grid below. Draw all the cans
the same size.
Colour of cans
Blue cans
Orange cans
Silver cans
Key: represents one can

Activity 16
Here are some packets of crisps.
Show this information as a pictogram.
Crisp flavours
Plain crisps
Cheese and onion crisps
Salt and vinegar crisps
Key: = 1 crisp packet
Activity 17
Arfan carries out a survey to see how many people recycle the rubbish.
His results are given in the following table.
Recycle cans? 7 people

Recycle bottles? 3 people
Recycle newspapers? 4 people
Arfan uses a pictogram to show this information.
He uses a to represent one person.

1 Draw Arfan’s pictogram to show these results. The first part has been
completed for you.
Cans Bottles Newspapers
Arfan’s recycling survey
Cans
Bottles
Newspapers
Key: represents 1 person
2 Now carry out your own survey on recycling.
Draw a pictogram to show your results. Use the grid below.
My recycling survey
Cans
Bottles
Newspapers
? Review


! Help
Activity H1
Here is Andrea’s shopping list. SHOPPING LIST
2 cans of baked beans

3 cans of spaghetti
2 cans of dog food
1 can of cat food
milk
bread
Write down how many cans of each Andrea wants to buy.
1 spaghetti 2 dog food 3 baked beans
How many cans does she want to buy altogether?
Activity H2
Place these bottles into the correct sections of the bottle banks. The first
one has been done for you.

!
Activity H3
Beth uses this directory in the hotel where she works.
TELEPHONE
DEPARTMENT EXTENSION NUMBER
Duty manager .................................................................4346
Fitness centre .................................................................4452
Housekeeping .................................................................4360
Porter ...................................................................................4345
Reception ...........................................................................4340
Restaurant .........................................................................4572
Use the directory to find the following extension numbers.
1 What is the extension number for reception? ........................................................................
2 What is the extension number for the restaurant? ........................................................................
3 Who will you find on extension number 4345? ........................................................................
4 Who will you find on extension number 4346? ........................................................................
Activity H4
1 Show this information as a pictogram on this table.
Jarad’s drink cans
Key: represents 1 can

▼ Extension
Activity E1
Katie has been collecting crisp
packets for charity.
Here are some of the crisp

packets she has collected so far.
1 How many packets of plain crisps are there?
2 How many packets of salt and vinegar crisps are there?
3 How many normal size packets are there?
4 How many Crunchy Crisps packets are cheese and onion?
5 How many Crispy Crisps packets are family size?
Activity E2
Beth carries out a survey to see how many people recycle their rubbish.
Five people recycle cans, four recycle bottles and three recycle newspapers.
Draw a pictogram to show these results.

What people recycle
Cans
Bottles
Newspapers

▼
Mini-project s
▼
▼
Activity M1
Bottles to the bottle ban‡
Collect a list of things that can be recycled.
A few examples are already given...

Paper to the paper bins
nd
Clothes to the secondha
shop
Activity M2
Look at the contents of your rubbish bin.
What items of rubbish can you find?
Classify your rubbish as paper, metal, glass, plastic and food.
Draw a picture or write a list to show the contents of your rubbish bin.
Compare your picture or list with another person’s.
What do you notice?
Activity M3
What recycling facilities are there in your area?
Have you ever used these facilities?
Carry out a survey. See how many people recycle bottles, cans, newspapers
and aluminium.
Show this information as a pictogram.

✓ Check it
Activity C1
Beth keeps a list of things she must do this week.

Go to bottle Visit health Wor‡ in Wor‡ in
ban‡ centre charity shop charity shop
Meet Ar‰an Lunch with
and Cory Gwen
1 How many items does Beth have on her list?
2 What is Beth doing on Tuesday?
3 Which people will Beth meet this week?
4 What days does Beth work at the charity shop?
5 Complete Beth’s diary to include the following:

Work in hotel on Wednesday.
Interview at art gallery on Friday.
Meet Hannah after visiting health centre.
Activity C2
1 Which days is the library closed?
BAMBURGH LIBRARY ........................................................................
Bamburgh High Street, N11 7PL
2 Is the library open on a Tuesday
Monday Closed morning?
Tuesday Open 9 o’ clock to 4 o’ clock
........................................................................
Wednesday Open 9 o’ clock to 4 o’ clock
Thursday Closed 3 What time does the library open on
Friday Open 9 o’ clock to 7 o’ clock a Friday?
Saturday Open 9 o’ clock to 4 o’ clock ........................................................................
Sunday Closed
4 What time does the library close on
a Friday?
........................................................................

✓ 4
Activity C3 Green bottles
Beth makes a list of her bottles. Brown bottles 7
Clear bottles 2
1 How many green bottles? .....................................
2 How many brown bottles? .....................................
3 How many clear bottles? .....................................
4 Draw a pictogram to show the number of bottles. .....................................
Beth’s bottles
Green bottles
Brown bottles
Clear bottles
Key: represents 1 bottle
How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
1 5 1 3
2 Contact rubbish tip 2 2
3 Take rubbish to tip 3 5
4 Beth and Cory 4 Check with your teacher.
5 Arfan has already collected the prescription.
Activity 10
Activity 2 1 6
Check with teacher. 2 5
3 2
Activity 3 4 7
1 6 5 Check with your teacher.
2 Returning library books
3 Wednesday Activity 11
4 Beth, Cory, Edward and his grandmother
5
Ta‡e rubbish Cat to vet Dentist Return Visit
to tip appointment library books grandmother
Meet Beth Meet Edward Meet Farooq Go to

and Cory cinema
Check with teacher. Makes are Crispy Crisps and Crunchy Crisps.
Flavours are plain, salt and vinegar and cheese and
Activity 5
onion.
1 5 Sizes are normal and family
2 14 1 3
3 Housing 2 5
4 8 3 5
4
Activity 6
1 7
2 852 947
3 854 070
4 Rochester
Activity 7 5 2
1 Monday, Tuesday, Wednesday and Friday 6 3
2 Thursday, Saturday and Sunday
Activity 13
3 8 o’clock
4 4 o’clock 1 3
5 1 o’clock 2 3
3 5
Activity 8 4 1
5 3

A
1 5 1 4340
2 6 2 4572
3 3 3 Porter
4 clear 4 Duty manager
Colour of cans Jarad’s drink cans
Blue cans x x x x x Cola x x x x x
Orange cans x x x Lemonade x x x
Silver cans x x x Water x x x x
Key: x represents 1 can

Key: x represents 1 can
Activity 16 Extension
Crisp flavours
Activity E1
Plain crisps
Cheese and onion crisps
1 3
2 2
Salt and vinegar crisps
3 5
Key: represents 1 crisp packet 4 2
5 2
Activity 17
1 Activity E2
Arfan’s recycling survey
What people recycle
Cans
Cans
Bottles
Bottles
Newspapers
Newspapers
>
2 Check with teacher
Mini-projects
Help
M1, M2, M3
Activity H1 Check with teacher.
1 3
2 2 Check it
3 2
4 8 Activity C1
1 6
Activity H2
2 Going to health centre
3 Arfan, Cory and Gwen
4 Thursday and Friday
5
Go to bottle Trip to Wor‡ in Wor‡ in Wor‡ in
ban‡ health centre hotel charity shop charity shop
Meet Ar‰an Meet Lunch with Interview at

and Cory Hannah Gwen art gallery

A
Activity C2
1 Monday, Thursday and Sunday
2 Yes
3 9 o’clock
4 7 o’clock
Activity C3
1 4
2 7
3 2
4 Beth’s bottles
Green bottles x x x x
Brown bottles x x x x x x x
Clear bottles x x
Key: x represents 1 bottle

1 Playing with numbers
Every Saturday I buy a Lotto ticket.

My favourite number is 4, so I always
choose that. I don’t know why, but I
just like it. The number 4 is in my
house number, 24. It is also in my
age. What age might I be? 24? 34? 44?
Sorry, I won’t tell you that!
I also choose numbers that mean
something to me, like my birthday, my
wedding anniversary or my children’s
ages.
Sometimes I don’t know which
numbers to choose, so then I just look
around me. Numbers are everywhere!
I also like games that use numbers
like bingo, card games, dice,
dominoes and Nim.
Talk about it
Do you play any games that involve numbers?
Do you have a favourite number? What is it?
Do you play the lotto?
What numbers do you choose? Why?

■ Read, write and use numbers up to 100 N1/E2.2
■ Add and subtract numbers over 10 N1/E2.3
■ Remember number facts to 10 N1/E2.4
■ Multiply single-digit numbers N1/E2.5
■ Round numbers to the nearest 10 N1/E2.6
■ Use the symbols +, −, × and = N1/E2.7
■ Learn how to use a calculator N1/E2.8

These
H2 activities are about numbers to 100.
Numbers everywhere!
Talk about it
I come across numbers every day. I need to be able
to read numbers and know what they mean.
62p
Activity 1
Write the single digits 0–9 in order.
.......... .......... .......... .......... .......... .......... .......... .......... .......... ..........
All numbers can be made using these digits.
Look at the bus number. It has two digits, 7 and 3.
The 7 is in the tens column, so it is 7 tens or 70.
The 3 is in the units column, so it is simply 3.
7 3 7 0 + 3
tens units
This number is read as seventy three
Activity 2
1
6 2 is in the tens column, so it is .
is in the units column, so it is .
6 2 = +
This number is read as ..................................... .....................................
Check your answer with your teacher before going on.
Page 2 Unit 1 E2 NUMERACY N1/E2.2, N1/E2.6

2
3 4 = +
3
4 0 = +
4
1 2 = +
Check your answers before going on.
Activity 3
In this story the numbers have been left out. You should fill them in from
either (a) the number your teacher reads out or (b) your own story. Your
teacher will tell you which.
On Saturday I wake up at ..................................... in the morning. I have
breakfast and ring a friend. The telephone number is
........................................................................ . We decide to meet in town, so I take
bus number ..................................... . We go to the shops. I buy a lotto ticket
and choose these numbers: ............... ............... ............... ............... ...............
............... . I also buy a newspaper for ...............p.
Remember
● We use numbers every day. We can make any number using the digits
0,1,2,3,4,5,6,7,8,9 in different positions.

Activity 4
These are the costs of three newspapers.
Which is the cheapest and which is the dearest?
Daily Globe 28p
62p Daily News The Star

35p
Start by writing them in order, cheapest first.
To do this, look at the tens digit first. The smallest tens digit is 2 (28p).
The next smallest tens digit is 3 (35p).
The biggest tens digit is 6 (62p).
So from cheapest to dearest the papers are 28p 35p 62p.
Write these in order from cheapest to dearest.
1 55p 67p 28p ............... ............... ...............
2 49p 18p 66p ............... ............... ...............
3 20p 92p 16p 37p ............... ............... ............... ...............
If two numbers have the same tens value, look at the units to decide
which is smaller. For example: 67p 63p
Both have 6 in the tens place.
3 is less than 7, so 63 is less than 67: 63p 67p.
Write these in order from cheapest to dearest.

4 74p 29p 27p 63p ............... ............... ............... ...............
5 37p 38p 32p 35p ............... ............... ............... ...............
Remember 7 on its own is in the units.
6 27p 37p 57p 7p ............... ............... ............... ...............

Activity 5
These are the six main balls from the lotto for three draws. Re-arrange them
from smallest to largest.
...................... ...................... ...................... ...................... ...................... ......................
...................... ...................... ...................... ...................... ...................... ......................
...................... ...................... ...................... ...................... ...................... ......................
Activity 6
Look at this grid of numbers 0–99. Some are missing.
Fill in the missing numbers. Look at the surrounding numbers to help you.
Look for patterns in the numbers.
0 1 2 3 5 6 7 8 9
10 12 14 15 16 18 19
20 21 23 24 26 27 28
30 31 32 33 34 35 38 39
41 42 44 45 46 47 49
50 51 52 53 55 57 58 59
60 62 63 64 66 67
71 73 74 75 77 78
80 81 84 85 86 87 89
91 92 93 97 98
? Do you need more practice in using two-digit numbers?

For more work on this, go to H1/H2 (page 21).
Yes ■ No ■

These activities are about odd and even numbers.
An odd number
Talk about it
Sometimes you hear phrases like, ‘Put out an even number of chairs on
each side’ or ‘There are an odd number of people coming – can we find
someone else?’ What does it mean to say numbers are odd or even?
1 2 3 4
5 6 7 8
10 is an even number. It can be shared equally Remember

between the two plates. ● An even number can be split
into two equal groups. An odd

9 is an odd number. It cannot be shared equally
number will always leave one
between the two plates. extra.
Do you think 8 is odd or even?
Activity 7
1 Try to share each packet of biscuits between the two plates. Use cubes or
counters and put them into two equal groups. Draw the biscuits on the
plates.
16 is an ..................................... number
7 is an ..................................... number
Page 6 Unit 1 E2 NUMERACY N1/E2.2

Activity 8
1 Collect counters or pennies for each of these numbers. Try to split each
number equally. Ring the even numbers.
4 12 7 6 10 15 22 14 11
2 Now look at these numbers. Which do you think are even? Which are odd?
Use counters if you like. Ring the even numbers. Look at the pattern made.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
Activity 9
Play this game to practise using and thinking about numbers.
Play with another adult. Choose a number secretly. Can the other person
guess your number by asking questions? Try to ask general questions first.
Example questions are in the circles. Who can ask the fewest questions?
1 2 3 4 5 6 7 8 9 10
Is it an odd number?
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 29 40 Is it an even number?
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
Is it less than 30?
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
Is it more than 50?
91 92 93 94 95 96 97 98 99 100
? Do you need more practice in odd and even numbers? Yes ■ No ■


These activities are about adding two-digit numbers.
It all adds up
Talk about it
Sometimes when I play card games I need to

add numbers together to find the total.
You can add numbers together in any order. Putting the

larger number first and counting on can make some additions easier.
To add 5 and 11 (+ is the sign for addition)
put the larger number first 11 + 5 (11 + 5 is the same as 5 + 11)
and count on 5 12, 13, 14, 15, 16
5 + 11 = 16
Activity 10
Play the game of ‘21’ with a pack of playing cards.
One person is the dealer and deals two cards to each player face down.
Picture cards are worth 10; an ace is worth 1 or 11.
Look at your card.
The dealer then asks if you want to ‘twist’ – this means to get another card,
which is dealt face up.
If you don’t want to ‘twist’ you can ‘stick’ – not have any more.
You can ‘twist’ more than once.
Try to make or get as near to 21 as you can without going above it.
Player A Player B Player C Player D

11 + 6 = 17 10 + 11 = 21 10 + 8 + ......... = ......... 2 + 1 + 4 + ......... + ......... = .........
(too many)
Remember
Player B wins this round with 21.
● Addition can be done in any
If you need to, ask your teacher to help you to start the game. order. The sign + means add.
Page 8 Unit 1 E2 NUMERACY N1/E2.3, N1/2.4N1/2.4

Activity 11
Another way to make adding easier is to find pairs of numbers that make
ten, eg 6 and 4.
Count on to find the missing numbers.
Fill in the spaces and try to learn these pairs of numbers by heart.
1 2+ 8
............... = 10 2 6+ ............... = 10 3 9+ ............... = 10
4 7+ ............... = 10 5 5+ ............... = 10
Remember addition can be done in any order, so move the numbers
around to find ways of making ten and then add. For example:
7 + 5 + 3 move the numbers around to 7 + 3 + 5, (7 + 3 = 10), 10 + 5 = 15
6 3+9+7= 7 6+8+4= 8 8 + 11 + 2 =
Activity 12 I know
Another way to make adding easier is to break up 3 + 7 equals 10
two-digit numbers into chunks of tens and units.
Some people call this the chunky method.
4 add 5
Example 23 + 7 is the same as 20 + 3 + 7
equals 9
so 20 + 10 = 30 23 + 7 = 30
Example 24 + 15 is the same as 20 + 4 + 10 + 5,

is the same as 20 + 10 + 4 + 5,
so 20 + 10 + 9 = 39 24 + 15 = 39
If I’m in a hurry, I go to Add these items together,

the local corner shop breaking them down into tens and units.
to buy some things. Use paper and pencil, cubes or counters to help you.
1 34p 2 25p
16p 1 Total p
+
......................
+
13p
2 Total ...................... p
3 4
15p 22p + 3 Total ...................... p
33p +
58p 4 Total ...................... p

Activity 13
You have seen how to put the larger number first and find ways of making
ten. Another method is to look for doubles.
Doubles are the same number added twice. For example:
3+3=6 8 + 8 = 16
A double total is always an even number.
Try to learn doubles of numbers up to 10 by heart.
1 1+1= 2 2+2= 3 3+3= 4 4+4=
5 5+5= 6 6+6= 7 7+7= 8 8+8=
9 9+9= 10 10 + 10 = 11 20 + 20 = 12 30 + 30 =
Activity 14
In pairs play a game of dominoes. Place all dominoes face down. Take six each
and keep them secret by placing them where the other person cannot see
them. Leave others in a pile. Take turns putting down one domino at a time.
You must match the dominoes with the same number of dots. Call out the
double as you put them together. Take another domino or miss a turn if you
cannot match the dots. Whoever uses the dominoes up first wins the game!
Double 5 is 10
Activity 15
Near doubles are numbers just 1 or 2 away. For example, 7 and 8, 10 and 12.
You can use your knowledge of doubles to help you work out additions.
Example (a) 3 + 4 (4 is 3 + 1) Example (b) 11 + 10 (11 is 10 + 1)
3 + 3 + 1 (double 3 is 6) 10 + 1 + 10 (double 10 is 20)
so 3 + 4 = 7 so .......... + .......... = ..........
Add these near doubles.
Use your knowledge of doubles to find the answer to question 1.
1 8+7= 2 6+7= 3 11 + 12 =
4 19 + 18 = 5 14 + 15 = 6 21 + 21 =

Activity 16
On a till receipt, all the numbers are in a column.
The unit digits are lined up and so are the tens digits.
This makes it very easy to read.
When using paper and pencil, we often write

addition in columns. You need to be careful about
lining up the unit digits under units and the tens It’s just like the
digits under the tens. chunky method
This is one way of working in columns.
Examples
1 tens units 2
2 6 26 is 20 and 6
3 3 33 is 30 and 3
+ 3 7
_______ 37 is 30 and 7
+ 1 5 15 is 10 and 5
_______
1 3 6 + 7 = 13, 13 is
8 Add the units first 1 ten and 3 units
4 0 Add the tens
_______ 5 0
_______ 20 + 30 = 50
4 8 Then add together 6 3 13 + 50 = 63
Write out the additions carefully on paper. Remember to add the units to
the units and the tens to the tens.
Add each receipt.
1 2 3

Work these out in the same way. The units may add up to more than ten.
4 5 6
? Do you need more practice in addition?

Yes ■ No ■

These activities are about subtracting two-digit numbers.
Take it away!
Talk about it
Will the change be correct?
I go into the shop to buy some
How can you work it out?
milk. It costs 33p. I hand the
cashier a 50p piece. How much Subtraction is the inverse of
change should I get back? addition – that means that it
‘undoes’ addition or goes the
opposite way from addition.
Like addition, there are different ways you can subtract.
With addition the answer is always more than the numbers you are
adding. When you subtract from a number you are left with less than you
started with.
Here is a plate of 5 cakes.
I’m hungry, so I eat 2.
How many are left on the plate?
I take away or subtract 2 from 5, leaving 3.
5 cakes − 2 cakes = 3 cakes.
Activity 17
− is the symbol for subtraction. Try these subtractions. Use counters if you
think it will help you.
1 10 − 6 =
Check your answer with your teacher before going on. Remember
● Put the larger number first
2 17 − 5 = 3 13 − 8 = 4 20 − 4 =
when subtracting.
5 19 − 11 = 6 24 − 9 = The sign – means take away.
Talk about it
Subtraction is the inverse of addition.
For every addition fact, there is a subtraction fact.
If I know 7 + 3 = 10 then I also know 10 − 3 = 7
Page 12 Unit 1 E2 NUMERACY N1/E2.3, N1/E2.4

Activity 18
14 − 9 = 5
Work in pairs. Your teacher will give you 10 fact
cards: 5 addition and 5 related subtraction cards.
Look at the cards and match up the pairs of related
facts. Then mix them up and lay them face down on
the table. Take turns to turn over two cards. If you
find a pair, remove those cards. If not, turn them
back down, and it’s the other person’s turn. 9 + 5 = 14
Talk about it
What is the difference in price between the two cans of drink? How much
money can you save if you buy the cheaper one? When we talk about
difference, we are really subtracting.
The numbers are close together, so it isn’t a

big difference. I can count up from 49 to 53.
49p 53p That’s 4, so 53p − 49p = 4p.
49 50 51 52 53
The price is often different, for the same product.
How much can you save on each product?
Activity 19
Count up to find the difference in price between each two items.
1 2
34p 37p 89p
82p
p p
34 35 36 37

3
68p
71p
p
4
93p 86p
p
5
57p
p
62p
Sometimes the price differences are

even bigger! The supermarket is 35p 64p
much cheaper than the corner shop.
Look at these:
One way of counting

the difference is
5p 10p 10p 4p
Difference is 5p + 10p + 10p + 4p = 29p

30 40 50 60
Activity 20
Work out the differences in these prices.
Super- Corner Difference Super- Corner Difference

market Shop market Shop
59p 97p .......................p 43p 76p .......................p
55p 83p ......................p
37p 84p ......................p
28p 62p ......................p

Activity 21
Try subtracting 11 or 21 like this. 11 is one more than 10.
So subtract 10 and then take away 1 more.
For example to work out 40 − 11, do 40 − 10 = 30 and 30 − 1 = 29

so 40 − 11 = 29.
1 30 − 11 To work it out do 30 − 10 = and ............. − 1 .............

so 30 − 11 = .............
2 45 − 21 = 3 63 − 31 = 4 93 − 51 =
5 67 − 41 = 6 85 − 71 =
Activity 22
Often prices end in a 9, like 99p. These can be quite easy to subtract,
because 9 is one less than 10.
I have 20p and an orange costs 9p. I can work out 20 − 10 = 10 and then
add back the 1 so: 20 − 9 = 11.
I have 50p and an apple costs 19p. 50 − ............. = ............. then add back the 1
so 50 − 19 = ............. Work out how much change you will get.
1 I have . I buy two pears for 29p. I will have .............p left.
2 I have . I buy some plums for 19p. I will have .............p left.
3 I have . I buy some limes for 39p. I will have .............p left.
4 I have . I buy a lemon for 19p. I will have .............p left.
? Do you need more practice in subtraction? Yes ■ No ■

For more work on this, go to H5 (page 21), H7/H8 (page 22) or E3 (page 23).

These activities are about approximating and rounding numbers to the nearest ten.
Round about
Talk about it
I like to know how much money I need before I go to the

28p
shops. If I want a newspaper and a pint of milk, will I have
enough money? I roughly work out the prices then check
my wallet. To do this I round to the nearest 10p.
A tin of baked beans cost 28p.
This is more than 20p but less than 30p.

28p 28p is over half way between 20p and 30p.
28p is nearer 30p,
20p 25p 30p so I round up to 30p.
21p, 22p, 23p, 24p are all nearer to 20p.
26p, 27p, 28p, 29p are nearer to 30p.
25p is exactly halfway but this is always rounded up.
20 21 22 23 24 25 26 27 28 29 30
Rounded down Rounded up
Remember
How to round to the nearest 10:
● If the unit digit is 1, 2, 3, 4, the nearest 10 is the 10 below.
● For 5, 6, 7, 8, 9, the nearest 10 is the 10 above.
Activity 23
Look at the prices. Round each to the nearest 10p.
15p
34p
The Star 22p 46p

63p
............................... ............................... ............................... ............................... ..............................
Check your answers with your teacher before going on.

Activity 24
Round each price to the nearest 10p.
Add together and look at the coin.
Will it be enough?
Ring ‘yes’ or ‘no’.
1 19p 23p
................... + ................... = ................... yes or no
2 55p
34p
................... + ................... = ................... yes or no
3 24p
67p
................... + ................... = ................... yes or no
Activity 25
Rounding and approximating are useful skills in measuring.
Look at the tape measures and round the measurements marked up or
down to the nearest 10 cm. (For more work on centimetres, see Unit 4.)
1 2
........... cm ........... cm
3 4
........... cm ........... cm
? Do you need more practice in rounding to ten? Yes ■ No ■


These activities are about multiplying with single-digit numbers.
Easy times
Talk about it
Our garage gets cars in that need all their tyres changed. If 1 car
comes in, that’s OK. I know 1 car has 4 tyres, so I order 4 tyres.
If 2 cars come in, I can work it out. Each car has

4 tyres and 4 + 4 = 8, so I order 8 tyres.
What if 5 cars come in? I know I will be very busy that day! But
how can I work out how many tyres I need to order quickly? I could
add them 4 + 4 + 4 + 4 + 4 = 20, or I could multiply them.
5 cars with 4 tyres each = 20 tyres 4 + 4 + 4 + 4 + 4 = 20
Remember
● Multiplication is repeated addition. The sign × means multiply.
5 × 4 = 20
Activity 26
1 car with 4 tyres = 4 tyres 4
2 cars with 4 tyres = 8 tyres 4+4=8
3 cars with 4 tyres each = 12 tyres 4 + 4 + 4 = 12
How many tyres will 4 cars need?
4 cars with 4 tyres each = ................... tyres
Work out how many tyres are needed for these cars. Use drawings or
counters if you think it will help you.
1 6 cars 2 10 cars 3 7 cars

Activity 27
Look at the baking tray.
It holds 15 cakes.
There are 5 rows with 3 cakes in each row.
5 groups of 3: 3 + 3 + 3 + 3 + 3 = 15
5 rows × 3 cakes = 15 cakes or 5 × 3 = 15
If you turn the tray around there are still 15 cakes, but now there are
3 rows with 5 cakes in each row:
3 groups of 5: 5 + 5 + 5 = 15
3 rows × 5 cakes = 15 cakes or 3 × 5 = 15
Multiplication is adding groups of the same number together over and over.
You can say 3 groups of 5, or 3 lots of 5, or 3 times 5, or 3 × 5. It all means

the same thing.
Draw the cakes on the tray and fill in the multiplication.
1 2 rows of 4 2×4=
2 4 rows of 3 4×3=
3 3 rows of 6 3×6=
Activity 28
Doubling is multiplying by 2.
Double 4 is the same as 4 + 4, 2 × 4, and 4 × 2.
Work out these doubles.
1 2 × 10 = 2 2×3= 3 2×7=
4 5×2= 5 9×2= 6 2×8=
? Do you need more practice in multiplication? Yes ■ No ■

For more work on this, go to H6 (page 22) or M3 (page 24).

These activities are about using a calculator.
Calculate it
Activity 29
Always clear the calculator before starting any work. Use the C key to do this.
Put in the tens first in a two-digit number.
So to put in 42, press 4 then 2

Try putting in these two-digit numbers.
36 79 20 61 54
Show your teacher that you can enter a two-digit number in your calculator.
Activity 30
You can use a calculator to help with addition, subtraction and multiplication.
To add 32 and 41 on a calculator:
Estimate first what you think the answer will be: about 70?
Clear the display then press 3 2 + 4 1 = ....................
To add 23 + 14 on a calculator:
estimate first. About ....................?
Clear the display and press 2 3 + 1 4 = ....................
Let’s go back to the corner shop. Try working out the cost of these items using a
calculator. Always estimate first so you have a rough idea of the answer.
28p 63p Estimate Calculator

1 Add .................... ....................
2 Subtract MAIL 35p from .................... ....................
3 Multiply 28p 28p 28p .................... ....................
? Do you need more practice in using a calculator? Yes ■ No ■

For more work on this go to H7 (page 22).

! Help
Activity H1
Play bingo. There are many versions of this game.
Your teacher will organise the game.
Activity H2
Work with another person.
33
Get two copies of the same book. Look up a two-digit

page number and ask the other person to find it.
Did they find the correct page? Do the pages match?

33
Take turns trying to find the pages.
Activity H3
Take a handful of cubes from a tray. Count the cubes. Try to make two
equal towers. If you have an even number, you will make two equal towers.
If you have an odd number, one tower will be taller than the other.
I can’t make the
Write down the number of cubes you took in the ‘Odd’ or ‘Even’ row. towers the same, so
5 is an odd number.
Odd numbers 5
Even numbers
Activity H4
Work with another person. Spread
number cards 1–20 face down on a
8 13
table. Take turns to turn over two cards I put 13 first and
and add them together in your head, counted on 8 on my
putting the larger number first. Discuss fingers to get 21.
how you added the numbers. Remove
these numbers after your turn. 8 + 13
Activity H5
Work with another person. Put out 10 counters in front of
you. Ask the other person to close their eyes and take
some of the counters away. Can they work out how many
you have taken? Take turns. Try this with 20 counters.

!
Activity H6
Use 24 counters or cubes.
How many different ways can you find to make equal groups of counters?
Write the combinations.
For example, 4 groups of 6
Activity H7
Check these calculations on a calculator. Some may be wrong!
If the calculation is correct, tick it. If it is wrong, correct it.
1 3 teas + 8 teas = 11 cups of tea ■

2 22 window seats + 26 non-window seats = 50 seats ■
3 50p − 38p = 14p ■
4 The difference between 49 and 38 is 11 ■
5 3 books of 4 stamps = 21 stamps ■
6 2 pints of milk at 34p each = 68p ■
Activity H8
Write four related facts for each set of three numbers using +, − and = symbols.
eg 2+7=9 7+2=9
2, 7, 9
9−7=2 9−2=7
8, 5, 3 6, 4, 10
1 2
11, 20, 9 16, 23, 7

3 4

▼ Extension
Activity E1
● Look at book pages. Where are the odd
numbers – on the left or right?
Is it the same in every book?
Investigate.
● How many months have an odd

number of days in them? Investigate.
Activity E2
A magic square
Why is this square ‘magic’? Try adding
a row of numbers. Try adding
another row. What happens?
How many different ways are there

16 3 2 13 of making the same total? Can you
find them all?
5 10 11 8 Can you make your own 3 x 3 magic
square using digits 1–9? Are there
9 6 7 12 other ways to do it?
4 15 14 1
Activity E3
This is Nim, a game from China. Play with another person and use 12 pennies
or counters. Lay out the counters on the board below. Take turns to take away
as many pennies as you like from one box. The winner is the person who
takes away the last penny.

▼
Mini-projects
▼
▼
▼
Activity M1
Look for numbers inside and outside your home. Make a note of where you
see them. Why are they being used?
Activity M2
Play the game ‘broken calculator’. Imagine that some of the digit keys on
your calculator don’t work. Try to make certain numbers on the display
without using their digits.
You will need to add, subtract or multiply to get the required number. For
example:
Make 35 without using the digits 3 and 5.
The answer might be 29 + 6 = 35
Try to make these numbers: So this dart scores 40

(double 20 or 20 × 2)
1 12 2 15 3 24 4 42 5 67 6 93
Activity M3
Look at this dartboard. When a dart lands in the
outer ring you double the number.
Go around the board and work out the doubles

for all the numbers.
Find out how to score a treble.
Now work out the trebles for all the numbers.
Activity M4
Take a calculator when you go shopping.
Estimate the total price of three or four items by rounding to the nearest 10p.
Work out the actual total on the calculator.
Prices of items My estimate of total Calculator total
14p, 33p, 26p 70p 10 + 30 + 30 = 70p 73p

✓ Check it
Activity C1
1 Write these numbers in order from smallest to largest.
23 76 28 84 92 9
.................. .................. .................. .................. .................. ..................
Activity C2
1 Round these prices to the nearest 10p.
28p 14p 75p 89p 61p 35p

.................. .................. .................. .................. .................. ..................
Activity C3
Work out these additions.
1 1 4 2 1 7 3 5 5
+ 3 5
_______ + 2 8
_______ + 2 5
_______
Activity C4
Calculator skills.
Draw in the calculator keys.
Before I start I clear the display using the key.
To enter 36 on a calculator I first put in number then number .
To add numbers together I use the key.
To subtract I use the key.
To multiply I use the key.

✓
Activity C5
Ring which method (addition, subtraction or multiplication) you would use
to work out these problems.
1 I want to compare these prices. What is the difference?
addition
73p
subtraction
64p
multiplication
2 I want to buy 5 books of 6 stamps. How many stamps do I get?
addition
subtraction
multiplication
3 I want to buy these things. How much will it cost altogether?
addition
ORANGE
JUICE
subtraction milk
34pwhole 46p
multiplication ED
BAKANS
BE
2 Pints
28p
How am I doing?
Then finish the sentences below.
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
0, 1, 2, 3, 4, 5, 6, 7, 8, 9 1 even
2 odd
Activity 2
1 Activity 8
6 2 1 4, 12, 6, 10, 22, 14
2 All even numbers. Numbers ending in 0, 2, 4, 6, 8
ringed
6 is in the tens column, so it is 60
Activity 9 and Activity 10
2 is in the units column, so it is 2 Game
Activity 11
6 2 = 6 0 + 2 1 8
2 4
We read the number as sixty ................
................ two 3 1
4 3
2 5 5
3 4 is 3 0 + 4 6 19
7 18
We read the number as thirty ................
................ four 8 21
Activity 12
3
4 0 is 4 0 + 0 1 50p
2 38p
We read the number as forty
................ 3 48p
4 80p
4 Activity 13
1 2 is 1 0 + 2
1 2
twelve 2 4
We read the number as ................
3 6
4 8
Activity 3 5 10
Answers will vary. 6 12
7 14
Activity 4 8 16
1 28p, 55p, 67p 9 18
2 18p, 49p, 66p 10 20
3 16p, 20p, 37p, 92p 11 40
4 27p, 29p, 63p, 74p 12 60
5 32p, 35p, 37p, 38p Activity 14
6 7p, 27p, 37p, 57p
Game
1 13, 17, 23, 27, 29, 46 1 15
2 14, 19, 33, 35, 39, 41 2 13
3 5, 12, 22, 25, 29, 49 3 23
4 37
Activity 6 5 29
A completed number square 6 42

A
1 35p 1 20p + 20p = 40p Yes
2 37p 2 30p + 60p = 90p Yes
3 68p 3 70p + 20p = 90p Yes
4 61p
5 82p Activity 25
6 92p 1 30 cm
2 50 cm
Activity 17 3 80 cm
1 4 4 70 cm
2 12
Activity 26
3 5
4 16 1 24
5 8 2 40
6 15 3 28
Activity 27
Activity 18
1 8
Game
2 12
Activity 19 3 18
1 3p Activity 28
2 7p 1 20
3 3p 2 6
4 7p 3 14
5 5p 4 10
5 18
Activity 20
6 16
1 38p
2 28p Activity 29
3 34p Calculator use
4 33p
5 47p Activity 30
1 Estimate 90p, calculator 91p
Activity 21 2 Estimate 15p, calculator 15p
1 19 3 Estimate 90p, calculator 84p
2 24
3 32 Help
4 42
5 26 H1–5
6 14 Answers will vary.
Activity 22 H6
1 21p 1 group of 24
2 21p 2 groups of 12
3 31p 3 groups of 8
4 6p 4 groups of 6
6 groups of 4
Activity 23 8 groups of 3
20p 30p 50p 20p 60p 12 groups of 2
24 groups of 1

A
H7 M2
1 ✓ Answers will vary.
2 ✗
3 ✗ M3
4 ✓ Number Double Treble Number Double Treble
5 ✗
20 40 60 1 2 3
6 ✓
5 10 15 18 36 54
H8 12 24 36 4 8 12
9 18 27 13 26 39
1
14 28 42 6 12 18
5+3=8 3+5=8 11 22 33 10 20 30
8 16 24 15 30 45
8−3=5 8−5=3 16 32 48 2 4 6
7 14 21 17 34 51
19 38 57 3 6 9
2
6 + 4 = 10 4 + 6 = 10
M4
Answers will vary.
10 − 6 = 4 10 − 4 = 6
Check it
3
11 + 9 = 20 9 + 11 = 20 C1
1 9, 23, 28, 76, 84, 92
20 − 11 = 9 20 − 9 = 11 C2
2 30p, 10p, 80p, 90p, 60p, 40p
4
16 + 7 = 23 7 + 16 = 23 C3
1 49
23 − 7 = 16 23 − 16 = 7 2 45
3 80
C4
Extension
E1 C ; 3 6 ; + ; – ; +
Months with odd numbers of days are Jan, Feb (in
leap year), Mar, May, Jul, Aug, Oct, Dec.
C5
E2
1 subtraction
All rows columns and diagonals add up to 34,
2 multiplication (or add, add, add, add)
E3 3 addition
If you have a different answer discuss it with your
Game
teacher.
Mini projects
M1
Answers will vary.

2 Fundraising
cal
I often go to my lo
. There are
community centre
gs going on.
always lots of thin
’ to raise
We hold ‘fun days
uses.
Talk about it money for good ca
oney is for
Sometimes the m
Is there a community centre near where you live? the centre
our own funds at
What sort of activities take place at a community centre? ’s for charity.
but sometimes it
Have you ever been involved in fundraising? l. My
I us ually run a food stal
What charities do you think are worth supporting?
iend Ja n often helps. Everyone
fr
What stalls would you expect at a ‘fun day’? favourite food.
makes their own
What type of food do you think would sell well? to eat as they
I sell it to people
How do you think the food could be packed? stalls or to
walk around the
What number skills would be important for running a stall? take home.

■ Dividing into halves and quarters N2/E2.1, N2/E2.2
■ Using coins MSS1/E2.1
■ Paying and getting the right change MSS1/E2.2

These activities are about dividing into halves and quarters.
Cutting up
Many of the people who come to the community centre

make their favourite traditional foods for the stall.
Some people want to eat them at the fair. Because of
this, some of the food needs to be cut up.
This cake has been cut into halves.
Each half is equal in size. 1 1

2 2
Put a (✔) if you think that the shape is divided into two equal parts or a (✘)
if they are not two equal parts. Put your (✔) or (✘) beside the shape.
Activity 1
1
Shade 2
of each cake.
1 2 3 4
Make sure that each piece is equal in size!
Activity 2
These pizzas have been divided into 4 equal pieces
1 1
4 4
1 1 1 1 1
Each 4
is equal in size.
4 4 4 4 1 1
4 4

Put a (✔) by the pizzas which are divided into quarters and a (✘) if they are not.
1 2 3 4
1 1
Shade 4
of each pizza. Write 4
on each piece.
1 2 3 4
Activity 3
Remember
2 1
● When you shade two quarters ( 4 ), it is exactly the same as a half ( 2 ).
Here is one quarter ( 14 ) shaded:
(one out of every four shaded).
Here is two quarters ( 24 ) shaded:

1
it is the same as 2
(one out of every two shaded).
Here are five more pizzas. Shade half of each pizza in a different way.
? Do you need more practice in finding halves and quarters? Yes ■ No ■


These activities are about finding halves and quarters of a number.
Splitting up
Some items are small, so we group them together.
Sometimes we are asked for half or a quarter of the amount

that is grouped together.
If I were asked for half of these, I would

divide them into 2 equal groups.
So 1
2
of 12 = 6
And 12 divided by 2 = 6
12 ÷ 2 = 6 Remember
● ÷ tells you to divide.
Halving is the same as dividing by 2.
Activity 4
1
Work out 2
of each of these orders. Use counters if you wish.
1
1
2
of 8 =
2
1
2
of 10 =
3 6 small pizzas 1
2
of 6 =
4 20 jam tarts 1
2
of 20 =
5 18 spring rolls 1
2
of 18 =
6 16 samosas 1
2
of 16 =
7 12 flapjacks 1
2
of 12 =
Page 4 Unit 2 E2 NUMERACY N2,/E2.2

1
If I were asked for 4
of these I would divide them into 4 equal groups.
So 1
4
of 12 = 3
Activity 5
1
Find 4
of these:
1
1
4
of 8 =
2
1
4
of =
3
1
4
of =
4
1
4
of 20 =
? Do you need more practice in finding 1

2
and 1
4
of numbers? Yes ■ No ■
This work links to mini-project M1 and M2 (page 16).

These activities are about the coins we use.
Handling the money
I need to be able to count money quickly so people don’t have to wait too long at the stall.
These are the coins I use.
Activity 6
1 Fill in the missing coins to make the amount shown on the price cards.
60p 84p
(a) There are many ways of making 60p. (b) Fill in the missing coins to make 84p.
Here are three different ways.
This
Or this Or
Or this Or
2 Work with another adult. Show each other three sets of coins that make
exactly the amount shown. You can use more than one of each coin.
Write or draw coins to record your answers.
Item 3 ways to make the amount
1 pizza 50p 10p 5p

£1 10p 20p 5p
1
2
pizza
50p
1
4
pizza
25p

When the stall gets busy I have to think fast, to make sure I take the right money.
Activity 7
Play the game. When you see the ‘Price Card’, hold up the coins you need – as fast as you can.
If the price is more than 50p, start with a 50p coin and count on.
For example:
Amount 70p 70p
Coins used 50p 20p 50p 10p 5p 5p
Number of coins 2 4
Talk about it
Which coin did you use the most?
Which prices are most difficult to make?
Play the game again with another person – one person says the price, the
other shows the coins. Check that they are correct. Your prices should be
no more than £1, or 100p. Write the coins you used in the table.
Keep taking turns.
Amount Coins used
Did you get quicker?
? Do you need more practice in using coins? Yes ■ No ■


These activities are about finding the cost of more than one item and the change from £1.
The price list

Jan thought we should make a price list.
1 bun costs 10p.
A customer has a £1 coin to use to buy the buns.
4 buns cost 10p + 10p + 10p + 10p = 40p in or 4 buns cost 4 × 10p = 40p.
I counted on from 40p to find the change from £1.

+ 50p
+ 10p
40p 50p £1
40p + 10p + 50p = £1 So the change is 10p + 50p = 60p.
Activity 8
Fill in the missing prices and the change from £1.
Cost (each bun is 10p) Change from £1
4 buns 4 × 10p = 40p 60p
2 buns 2 × 10p =
3 buns
6 buns
9 buns
Activity 9
We cut some square cakes into slices.
1 1
First we cut into 2
(halves) a then into 4
(quarters) b 1 1
1 1 4 4
2 2 1 1
4 4
1
4
of a tray is one slice, and costs 25p.
25p 25p
1
So of a tray is two slices,
2
and costs 25p + 25p = 50p. 25p 25p

Fill in this table using the information you have about the cake slices.
1 1 1 1 1 1
2
tray 4
tray 2
tray + 4
tray 4
tray + 4
tray
How many slices? 2
Cost 50p
Change from £1
Fill in this table
Number of samosas 1 2 4 6 3 5
15p
Cost 15p
Change from £1 85p
A mixed order
Price list
Bun 10p Mr Ahmed’s order:
Slice cake 25p 2 samosas and a slice of cake
Samosa 15p 15p + 15p + 25p = 55p
Mr Ahmed gave me £1 and I gave him 45p change.

(100p − 55p = 45p)
Activity 10
How much do these orders cost?
What change would the customer get from £1?
Cost Change Cost Change
1 p p 2 p p
3 p p 4 p p
? Do you need more practice in finding costs and change? Yes ■ No ■


These activities are about finding the cost of halves and quarters of things for sale, and the coins used to pay for them.
Selling the cakes

The stall is ready and the customers arrive.
Mr Green and his two children are first 80p 100p

and they are looking at the large cakes.
Mr Green’s family bought:
60p
1
2
of 80p = 40p 1
4
of 100p = 25p Cost = 40p + 25p = 65p
Mr Green gave me a 50p coin, a 10p coin, and a 5p coin as payment.
Activity 11
Remember
● Two halves make one whole
1
and two quarters make one half. 1 1
4
1
2 2 1 2
4
Not everyone will buy a whole cake.
1 Fill in the prices in the table below, and show the coins that you would
use. No change is given, so you must use the exact amount.
Coins you can use: £1, 50p, 20p, 10p, 5p, 2p, 1p. You can use more
than one of each coin if you need to.
Price Coins used to pay the exact amount
Whole round cake 80p 50p, 10p, 10p, 10p
Half round cake

1
4
round cake
Whole square cake £1

1
2
square cake
Page 10 Unit 2 E2 NUMERACY N2/E2.2, MSS1/E2.1

Some people want two different types of cake.
Fill in the prices.
Show the coins that would make this amount (exactly).
Remember to use the table on the last page to help with the prices.
2
Total price Coins used
p + p = p
p + p = p
p + p = p
p + p = p
p + p = p
? Do you need more practice with fractions? Yes ■ No ■


These activities are about finding half of an amount of money and the change from £1.
Half price
The things have sold well. However, it’s nearly time to go home and
there are just a few items left. I decide to sell them off at half price.
Half means divide into two equal parts.

Full price 80p. Half price is half of 80p = 40p
Half price means the price divided by two.
80p
price
half
40p
Jamil pays for one whole pizza with £1.
40p + 60p = £1 so I give him 60p change.
Activity 12
Put the half price labels on these items.
How much change would there be from £1 if you buy one?
1 Half Change
Price! p
each
50p
2 Half Change p
Price!
each
60p
3 Half Change p
Price!
each
70p
? Do you need more practice with halves? Yes ■ No ■

Page 12 Unit 2 E2 NUMERACY N2/E2, MSS1/E2.2

! Help
Activity H1
1 Draw a line on each cake to divide a b c
it into halves. Label each one 12 .
2 Divide each cake into quarters. a b c

Label each one 14 .
Activity H2
This is a fajita.
Work out:
1 1
2
of 10 = 2 1
2
of 8 =
3 1
2
of = 4 1
2
of =
5 1
4
of = 6 1
4
of =
Activity H3
Complete the table.
Amount Coins needed
1 18p
2 25p
3 20p, 10p, 5p
4 53p
5 20p, 20p, 2p, 1p
6 16p

Activity H4
Complete the table.
Cost Change from £1
1 38p 62p
2 25p
3 50p
4 78p
5 63p
6 87p
7 42p
8 53p
Activity H5
Complete the table. Items bought Total Change from £1
1 30p + 40p
2 35p + 25p
3 60p + 15p
4 30p + 15p
5 45p + 30p
6 27p + 13p
Activity H6
Complete the table.
Cost Change from £1 Coins needed for the change
1 75p 25p 10p, 10p, 2p, 2p, 1p
2 50p
3 35p
4 40p
5 70p
6 68p
7 33p

▼ Extension
Activity E1
Work out:
1 1
1 2
of 40 jam tarts 2 2
of 28 samosas
1 1
4
of 40 jam tarts 4
of 28 samosas
1 1
3 2
of 80 pence 4 2
of 92 pence
1 1
4
of 80 pence 4
of 92 pence
Activity E2
Write down the coins and notes to make these amounts.
Amount Coins and notes
1 £7 £5, £1, £1
2 £12
3 £8
4 £14
5 £15
6 £9
Activity E3 Turkish Pide £1

This is the price list: Small pizza 50p
Bag of spring rolls £2
Order Total cost Change from £5
1 Pide
1 bag of spring rolls
2 pizzas 50p + 50p = £1 £5 − £1 = £4
1 Pide and a bag of spring rolls

▼
Mini-projects
▼
▼
Activity M1
Find a recipe for a favourite or traditional dish.
Work out the cost of the ingredients. How much money would you add for
electricity or gas to cook the dish?
How would you sell it? (whole/slice).
How much would you sell it for?
Activity M2
Go to your local shops or use the Internet to find the cost of some of the
items in the unit.
Were the prices more or less in the shop, compared with the prices in this unit
or on the Internet?
Why do you think this might be?
Activity M3
Plan a fundraising activity.
Consider the special cause you would like to support. Then decide about:
● the activity
● where
● when
● is any special permission needed?
Activity M4
Go to your local community centre and find out about the activities on offer.
Make a list of activities (see unit 3).
Report your findings to your group.

✓ Check it
Activity C1
Mark on the pizza the amount that has been eaten:
1 1
1 eaten 2
2 eaten 4
3
3 eaten 4
Activity C2
Work out how many items are needed for these orders.
1
1
2
of 18 =
2
1
2
of 2 =
3
1
2
of 12 =
4
1
2
of 20 =
5 So 1
4
of 20 =

✓
Activity C3
Here is a price list.
Jam tart 15p

Samosa 25p
Spring roll 30p
Complete the table:
Order Total cost Coins to pay
2 jam tarts
1 jam tart and 1 samosa
2 spring rolls and 1 samosa
2 spring rolls
1 samosa and 1 spring roll
3 jam tarts and 1 samosa
How am I doing?
I am confident with ..................................................................................................................................................
I need more practice with ..................................................................................................................................................
Date .....................................

A Answers
Check with teacher 1 1 1 1
2 tray 4 tray 2 tray 4 tray
1 1
Activity 2 + 4 tray + 4 tray
Each shape should be divided into 4 equal pieces and How many 2 1 3 2
labelled 14 slices?
Activity 3 Cost 50p 25p 75p 50p
Change 50p 75p 25p 50p
from £1
Number of 1 2 4 6 3 5
samosas
Activity 4 Cost 15p 30p 60p 90p 45p 75p
1 1
1 2 of 8 = 4 2 2 of 10 = 5 Change from £1 85p 70p 40p 10p 55p 25p
1 1
3 2 of 6 = 3 4 2 of 20 = 10
1 1
5 2 of 18 = 9 6 2 of 16 = 8 Activity 10
1
7 2 of 12 = 6 1 25p 75p 2 65p 35p
Activity 5 3 50p 50p 4 55p 45p
1 1
1 4 of 8 is 2 2 4 of 16 is 4 Activity 11
1 1
3 4 of 12 is 3 4 4 of 20 is 5
Price Coins used to pay
Activities 6 and 7 the exact amount
Check with teacher Whole round cakes 80p 50p, 10p, 10p, 10p
Activity 8 Half round cake 40p Answers may vary

1
4 round cake 20p Answers may vary
Cost (each bun is 10p) Change from £1
Whole square cakes £1 Answers may vary
4 cakes 4 × 10p = 40p 60p 1
2 square cake 50p Answers may vary
2 cakes 2 × 10p = 20p 80p
3 cakes 3 × 10p = 30p 70p
2 70p 3 65p
6 cakes 6 × 10p = 60p 40p
4 80p 5 65p
9 cakes 9 × 10p = 90p 10p 6 45p For coins: check with teacher
Activity 12
1 25p 75p
2 30p 70p
3 35p 65p

A
Help 7 67p
For coins: check with teacher
H1
Check with teacher
Extension
H2
1 E1
1 2 of 10 = 5
1 1 20, 10
2 2 of 8 = 4
1 2 14, 7
3 2 of 14 = 7
1 3 40p, 20p
4 2 of 18 = 9
1 4 46p, 23p
5 4 of 12 = 3
1
6 4 of 8 = 2 E2
Check with teacher
H3
3 35p E3
5 43p 1 £1, £4
For coins: check with teacher 2 £2, £3
3 £1, £4
H4
4 £3, £2
1 62p
2 75p
Mini project
3 50p
4 22p M1, M2, M3, M4
5 37p Check with teacher
6 13p
7 58p Check it
8 47p
C1
H5 Check with teacher
1 70p, 30p
C2
2 60p, 40p
1 9
3 75p, 25p
2 1
4 45p, 55p
3 6
5 75p, 25p
4 10
6 40p, 60p
5 5
H6
C3
1 25p
1 30p
2 50p
2 40p
3 65p
3 85p
4 60p
4 60p
5 30p
5 55p
6 32p
6 70p
For coins: check with teacher

3 Right on time
person. I’m a
I’m a really busy
h two young
single parent wit
ssica and
lively children – Je
a part-time
Danny. I also have
ses at the
job and go to clas
ve to juggle
local college. I ha
I couldn’t
all these things!
my watch.
manage it without
very
Telling the time is
So is writing
important to me.
ndar. That’s
dates on my cale
n’t do
another thing I ca
without!
Talk about it
How many clocks do you have around your home?
Where are the clocks you rely on most?
How do you spend your time during the day?
Do you use a diary? When is it most useful?
Do you use a calendar? What do you write on it?
Do you use bus or train timetables to plan your journeys?

■ Read the time in hours, half hours and quarter hours MSS1/E2.4
■ Read and write the date in different ways MSS1/E2.3
■ Use lists, timetables and diagrams to find out information HD1/E2.1
■ Draw up lists, timetables and diagrams to give other people information HD1/E2.5

These activities are about telling the time on digital clocks and on clocks with hands (analogue clocks).
What’s the time?

Leaving home in the morning is always such a rush.
“Hurry up,” I say to the kids. “It’s nine o’clock already.”
Danny and Jessica both have digital watches.
This is how they show the time.
Danny’s watch Jessica’s watch
Activity 1
1 What do these watches show when the time is 5 o’clock?
Danny’s watch Jessica’s watch
2 What time do these digital watches show?
........................................................................ ........................................................................
At school the kids have dinner at 1 o’clock and story time at 3:00.
The school clock uses two hands to show the time. It is an analogue clock.
The shorter hand points to the hour. The longer hand points to 12 when it is o’clock.
These clocks both say 9 o’clock: 11

12 1 XII I
XI
10 2 II
X
9 3 IX III
8 4 IV
VIII
7 5 VII V
6 VI
Activity 2
Draw these times onto the clock faces.
1 1 o’clock 12 1 2 3:00 12 1 3 8 o’clock 12 1 4 10:00 12 1

11 11 11 11
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 5 7 5 7 5 7 5
6 6 6 6

Activity 3 Remember
● 1 hour =
1 How many minutes make half an hour? .....................................
60 minutes.
2 How many minutes make a quarter of an hour? .....................................
● A quarter to
3 How many minutes make three-quarters of an hour? .................................... four is the
same as three-
I keep track of the time on my watch. quarters of an
hour past
three o’clock.
Quarter past 3 Half past 3 Quarter to 4 4 o’clock
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
I finish work. Kids finish school. We all get home. Time for a cup of tea!
Here are the same times on Danny’s watch:
Activity 4
1 Draw in the hands to show the correct time on these clocks:
12 1 12 1 12 1
11 11 11
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
half past 1 a quarter past 10 a quarter to 5
2 What times do these digital clocks show?
................................................................ ................................................................ ................................................................
? Do you need more practice – in reading digital clocks? Yes ■ No ■

– in reading clocks with hands? Yes ■ No ■
For more work on this go to H1 (page 13).

These activities are about reading and writing dates in days, months and years.
What’s the date? HIGH STREET DENTAL PRACTICE
I always have to remember lots of dates – Your next appointment is on:

dates when the kids see their father,
21 Oct
Date...............................................
dentist appointments, school assemblies,
half-term dates. The list is endless. 10.30
Time...............................................
Whenever the kids bring back a letter from
the school, I always write down the dates.
December
A year is split up into 12 months.
November January
The outside ring shows the order of the months.
Dec
The middle ring shows how the names are October Jan
Nov February
shortened to the first three letters. 12 1
Oct 11 Feb
10 2
But the inside ring shows the shortest way to
September Sep 9 3 Mar March
write the month, as a number.
8 4
Aug Apr
So for July the short form is Jul and it is 7 5
6
August Jul May April
month 7.
Jun
Aug is the shortened version of ...................................... It
July May
It is month number ......................................
June
Activity 5
1 These are some of the months when the kids are on holiday. Write their shortened names:
April ........................................................................ February ........................................................................
October ........................................................................ August ........................................................................
2 These are the months when I pay my phone bill. Write out their full names:
Sep ........................................................................ Dec ........................................................................
Mar ........................................................................ Jun ........................................................................
3 Write the numbers of these months:
Jan ..................................................... May ..................................................... Jul .....................................................
4 Write the names of these months:
3rd month ........................................ 11th month ........................................ 9th month ........................................

Remember
I often have to write my kids’
● In Britain dates are always written in this order:
dates of birth on forms.
day, month, year
Jessica was born on the 15th
of May in the year 1995. But I ● Sometimes the year is written in full. For example
don’t bother to write this out. 15/5/1995
I just put 15/5/95. ● The years 2000 to 2009 are written with an 0
before the last number. For example, the 8th of
February 2005 is written 8/2/05
● These are different ways of writing the same date:
Activity 6 1st of April 2006 1 April 2006 1 Apr 06
1/4/06 01/04/06
1 Write these dates in the same way
as Jessica’s date of birth:
Today’s date ........................................................................
The date you started basic skills classes ........................................................................
2 Follow the example to write both dates in five different ways:
Example 1st April 2006 1 April 2006 1 Apr 06 1/4/06 01/04/06
Dentist 18 Oct 05
Parents’
5 March 2004
evening
Most foods have a ‘use by’ or ‘best before’ date stamped on the packaging.
I check this date to make sure the kids don’t eat food that has gone bad.
Activity 7
‘Use by’ dates can be written in many different ways.
Write the date in the form 5/8/04 below each of these:
USE BY: 26 JUN 05 22 FEB 04 08 MAY 2006
..................................... ..................................... .....................................
BEST BEFORE: 03–08–04 15.08.2005 END MAY 2006
..................................... ..................................... .....................................
? Do you need more practice on reading and writing dates? Yes ■ No ■


These activities are about reading times from timetables presented as lists and tables.
Reading timetables
During the school holidays, the
kids often spend a few days with
their cousins. I take them there
and back on the train, but my
sister picks them up from the
station. I look at the train
timetable to see when the trains
leave and when they arrive.
This is part of the timetable for the trains in the summer holidays:
10:15 10:30 10:45

Depart 9:45 10:00
11:00 11:15 11:30
Arrive 10:30 10:45
I decide to catch the 10:15 train. Look for 10:15 on the Depart line.
Below this is 11:00 on the Arrive line.
The train arrives at 11:00.
Activity 8
1 What time does the 10:45 train arrive? ................
2 If my sister says she wants to pick them up at 11:15, which train should we catch? ................
3 Which is the first train to leave after 9:30? ................
Danny and Jessica always argue about which TV

programme they want to watch. They look at the TV
guide to see what is coming on each evening.
These are some of the programmes that are on one evening:
ITV1 Sky 1
BBC1
7:30 Coronation Street 7:30 The Simpsons
7:20 Holiday Show 8:00 Pop Years
8:00 Talking with Animals 8:00 Where the Heart Is
The columns show you which programmes are shown on BBC1, ITV1 and Sky 1.
For example, at 8:00, ITV1 is showing ‘Where the Heart Is’.
Page 6 Unit 3 E2 NUMERACY HD1/2.1

Activity 9
1 Both kids watch Sky 1 at 7:30. What is showing then? ........................................................................
2 What channel is showing ‘Talking with Animals’? ........................................................................
3 If Jessica watches ‘Talking with Animals’, can Danny watch ‘Pop Years’?
........................................................................
4 What time is ‘Coronation Street’ on? ........................................................................
I have a timetable for my classes at college. It shows the

day of the week and the time for each class. For example,
on Tuesday I’m at numeracy class from 7:30 to 8:30.

Numeracy 7:30–8:30 8:00–9:00
IT 2:30–4:30
Activity 10
1 Which day do I have an IT class? ..........................................................................................
2 When does the IT class begin? ..........................................................................................
3 Which days do I have numeracy classes? ..........................................................................................
4 What time does numeracy class finish on Tuesday? ..........................................................................................
I have a part-time job at the school. This table

shows the number of hours I work on each day.
Hours worked 4 2 0 3 3
Activity 11
1 How many hours do I work on Thursday? ..........................................................................................
2 Which day do I work longest? ..........................................................................................
3 Which day do I work for 2 hours? ..........................................................................................
? Do you need more practice on reading timetables? Yes ■ No ■

This work links to mini-projects M1/M3 (page 16).

These activities are about reading dates from lists and from calendars.
Reading a calendar
3 September
Every year the school gives me a list of dates Autumn term begins 21 to 25 October
to show when the kids are at school and when Half-term 19 December
they are on holiday. This is the list for one year. Autumn term ends
HOLIDAY * * * * *
If I want to know when the kids finish in 7 January
Spring term begins 17 to 21 February
December, I have to look for the end of the Half-term 28 March
autumn term. It is 19 December. Spring term ends
HOLIDAY * * * * *
15 April
Summer term begins 26 May to 30 May
Half-term 17 July
Summer term ends
Activity 12
1 On what date does the autumn term begin? ........................................................................
2 What is the date of the first day of the spring term? ........................................................................
3 Is 12 April a school day or a holiday? ........................................................................
4 Which is the last day of the summer term? ........................................................................
5 What is the first day of the summer holidays? ........................................................................
Danny supports the local football team. When they are

playing at home, Tony, his dad, takes him to see them play.
This is part of the fixture list:
21 September At home to Leeds

28 September Away to Liverpool
5 October At home to Arsenal
12 October Away to Manchester United
19 October At home to Newcastle
26 October Away to Tottenham
Activity 13
1 On what date do the team play Arsenal? ........................................................................
2 Who do they play on 28 September? ........................................................................
3 Are the local team at home or away on 5 October? ........................................................................
4 On what date do they play Newcastle? ........................................................................

Sometimes dates for one month are put together on a special list called a
calendar. This is the list or calendar for October. It shows the half-term dates
and the days and evenings that the kids’ dad, Tony, is looking after them.
For example, Tony is babysitting on 10 October. Find 10 in the table.

It shows ‘Tony babysitting’.
Now look at the top of the column. It shows Thursday.

So the 10 October is a Thursday.
What day is the 26 October? ........................................................................
What date is the Friday in half-term? ........................................................................
OC TO BE R Friday Saturday Sunday

Monday Tuesday Wednesday Thursday 6
3 4 5 Kids at
1 2
Tony Tony’s
babysitting 12 13 Kids at
9 10 Tony 11
7 8 Tony’s
babysitting
18 19 Kids at 20
15 16 17
14 11 00 dentist Tony’s
25 26 27 Kids at
22 23 24
21 half-term half-term Tony’s
half-term half-term
half-term
29 30 31 Tony
28
babysitting
Activity 14
1 Write down the dates when Tony is babysitting.
10 October, ........................................................................ , ........................................................................
2 Which dates do the kids go to Tony’s on a Saturday? ..................................... and .....................................
3 Which dates do they go to Tony’s on a Sunday? ..................................... and .....................................
4 What day do I have to go to the dentist? ........................................................................
5 Write these other important dates onto the calendar to show the right day:
Parents’ evening 9 Oct Visiting my Mum 12 Oct
Jessica’s class outing 16 Oct Mum visiting us 20 Oct
? Do you need more practice on reading calendars? Yes ■ No ■

For more work on this, go to H4 (page14) or E2 (page 15).

These activities are about making lists and drawing up tables and diagrams.
Making plans from Kylie to from Sarah to

Jessica
............................... Jessica and Danny
–––––––––––––––––––
A lot of Jessica’s and on 15 May
on 4 May
Danny’s friends have
birthdays in May. They
have invitations to so from Emma
from Wesley to
many parties that y ......
Da
............nn
...... to Danny
.............................
they can’t remember
on 8 May on 18 May
whose birthday party
they are going to next!
FROM CHRISTOPHER TO
Jessica from Rahim to
.........................
...Je
...ss ic...
...... a an d ...
...... Da...nn
ON 19 MAY ...y...
on 26 May
Danny’s parties
I made this list in date
order of the parties that 4 May Sarah
Danny is going to.
8 May Wesley
18 May Emma
26 May Rahim
Activity 15
1 Make a similar list to show the parties Jessica is going to, in date order.
Jessica’s parties
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………

2 Make a list of six of your family or friends’ birthdays.
..........................................................................................................................................................................................
..........................................................................................................................................................................................
..........................................................................................................................................................................................
..........................................................................................................................................................................................
..........................................................................................................................................................................................
..........................................................................................................................................................................................
3 Now write the list in date order. Start with January. You may need to
look back at the date chart on page 4.
Name Date
4 Find out the birthdays of some of the people in your group.

Write these dates as a list.
............................................................................... ...............................................................................
............................................................................... ...............................................................................
............................................................................... ...............................................................................
5 Now write the list in date order. Start with January

Use the month chart on page 4 if you need to.
Name Date

Monday 9:00 – 11:30 helping teacher in nursery
Tuesday 12:15 – 2:15 playground duty and clearing up In my job I help out at a
Wednesday not working nursery in many different
Thursday 12:15 – 3:15 dinner duty
ways. The head gives me
Friday 12:15 – 3:15 dinner duty
a list at the beginning of
the week so that I know
Activity 16 what I am doing when.
This is one of the weeks.
I transfer the information to a timetable so that I can see more
clearly what I have to do.
What does the list tell me I am doing on Tuesday afternoon?
..................................................................................................................................................
I have put this in the box for Tuesday afternoon.
1
Morning
Afternoon Playground duty

and clearing up
Complete the timetable with her other duties.
2 Draw up a timetable to show when you come to classes and when you
study on your own.
? Do you need more practice at making tables? Yes ■ No ■

Do you know how many minutes there are in an hour? Yes ■ No ■

! Help
Activity H1
1 What times do these clocks show? Write the times in the form: 8:15.
12 12 1
11 1 11
10 2 10 2
9 3 9 3
8 4 ....................................... 8 4 .......................................
7 5 7 5
6 6
12 1 12 1
11 11
10 2 10 2
9 3 9 3
....................................... .......................................
8 4 8 4
7 5 7 5
6 6
2 Write the same times using o’clock, quarter past, and so on.
........................................................................ ........................................................................
........................................................................ ........................................................................
Activity H2
Don’t miss the bank holidays.
1 A bank holiday is when the banks, the post office, most offices and many
shops are shut. These bank holidays are always on the same date. Write
the date in figures for each bank holiday in the year 2004.
Christmas Day 25 December ........................................................................
Boxing Day 26 December ........................................................................
New Year’s Day 1 January ........................................................................
2 The bank holidays Good Friday, Easter Monday, May bank holiday, and
August bank holiday fall on different dates from year to year. Use a
calendar or diary to find their dates this year. Fill in the table.
Bank holiday Date in words Date in numbers
Good Friday
Easter Monday
May bank holiday
August bank holiday

Activity H3
These are the times for a holiday flight from London Heathrow to Cuba.
OUTWARD
Dep. Heathrow 11:00 morning
Arr. Madrid 1:30 afternoon
Dep. Madrid 2:15 afternoon
Arr. Cuba 7:45 evening (local time)
1 Draw hands on these clocks to show each of these times.

12 1 12 1 12 1 12 1
11 11 11 11
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 5 7 5 7 5 7 5
6 6 6 6
2 What time does the plane leave Madrid? .....................................
3 What time does the plane arrive in Cuba? .....................................
Activity H4
Sometimes information is listed in a table, but the table does not use lines
to separate the rows and columns.
Telephone bills list the date and time of calls you have made. Here is part
of a bill:
Place called Cost

Date Day Time
Sheffield 0.042
Fri 9:30
20/02/02 1.543
2:15 Sheffield
Derby 0.065
4:45
Leeds 0.080
Sun 12:00
22/02/02 0.042
11:15 Derby
23/02/02 Mon
Derby 0.664
4:30
Leeds 1.024
8:45
1 Write the date 20/02/05 in words: ......................................................................
2 How many calls were made on 23 February? ......................................................................
3 At what time was the first call made on 23 February? ......................................................................
4 At what time was the call made on Sunday? ......................................................................
5 Which place was called at a quarter to five on 20 February? ......................................................................

▼ Extension
Activity E1
This is part of a timetable Monday to Friday
dep 6:30 7:45 10:00
that shows the Salisbury 10:15
dep 6:45 8:00
times of trains from Andover 11:30
arr 8:00 9:15
Salisbury and Andover London Waterloo
to London:
1 What time does the 6:30 train from Salisbury arrive in Waterloo? ..........................................................
2 What time did the 8 o’clock train from Andover leave Salisbury? ............................................................
3 When did the train that arrives in Waterloo at 11:30 leave Salisbury? .................................................
Activity E2
JUNE 2006
Saturday Sunday Monday Tuesday Wednesday Thursday Friday
1 2
3 4 5 6 Karen’s 7 8 9
birthday
10 11 12 13 14 15 16
9.15 Hospital
appointment
17 18 19 20 21 22 23
24 25 Outing to 26 27 28 29 30
Blackpool
1 Write the full date of the hospital appointment using numbers only. ...................................................
2 Write the date of the outing to Blackpool using numbers only. ...................................................
3 Write Karen’s birthday in words and numbers. .....................................................................................................
4 Write these dates onto the calendar: 24 June 06 John’s party,
Dentist 12/6/06 at 3:15, Meet teacher Wed 21st at 10:30.

▼
Mini-projects
▼
▼
Activity M1
Plan an outing to another city or place that involves taking a mainline train.
You need to decide:
● the date or day of the week you want to travel ..........................................................................
● the rough time you want to depart or arrive ..........................................................................
● the rough time you want to return ..........................................................................
Use one of these ways of getting information about train times:

● Go to the station and ask for a timetable to the place you want to go to.
● Phone up the train enquiries number 08457 484950 and ask for information.
● Use the Internet to find out train times. These websites give train timetables:
www.rail.co.uk/ukrail/planner/planner.htm www.qjump.co.uk
www.thetrainline.com/Time-Table
You will then get a list of trains. Fill in the table and then highlight the trains you
would want to travel on.
OUTWARD JOURNEY
Time train departs
Time train arrives
RETURN JOURNEY
Time train departs
Time train arrives
Activity M2
Work in groups.
Think of an activity that you all do at some time during the day or the week. Possible
activities are exercising, cooking or watching television.
Find out how many hours each member of the group spends doing that activity most
days, or most weeks. Show your results in a table.
Activity M3
Find out at what times the main news is shown on BBC1 on a weekday.

✓ Check it
Activity C1
Ring each correct answer. There might be more than one in each row.
1 The time ‘quarter past three’ can be written:

3:25 3.15 3:00 3:15
2 The time 11:45 is:
eleven forty-five a quarter to eleven a quarter to twelve twelve fifteen
3 In Britain, the 21st of September 2005 is written:
9.21.05 21/9/05 21 Sept 2005 21.09.05
Activity C2
Put these dates in order, with the earliest date first and the latest date last:
5.4.98 11 May 03 1/12/00 28 Nov 06
..................................................................................................................................................
Activity C3
The table shows information about a fixture list. Use it to answer the questions.
Date Time Opponent Home or away
6 May 05 3:15 Hometown Hellraisers Away
15 June 05 7:30 Kingstreet Kangas Home
1 July 05 10:00 The Scorpions Away
28 July 05 7:45 Shooting Stars Home
1 What dates are the home matches? ............................................................. , .............................................................
2 What time does the team play the Shooting Stars? ........................................................................
3 Which match begins at a quarter past three? ........................................................................
4 Who does the team play on 1 July? ........................................................................
MSS1/E2.3, MSS1/E2.4, HD1/2.1, HD1/2.5 E2 NUMERACY Unit 3 Page 17

✓
Activity C4
The table shows the number of days each member of staff took off during
one month:
Member of staff Number of days off
Rajid 5
Tessa 9
Pat 6
John 10
Gloria 3
1 Who had the most days off? ........................................................................
2 Who had the least days off? ........................................................................
3 How many days off did Pat have? ........................................................................
4 Who had nine days off? ........................................................................
How am I doing?
I am confident in
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ..........................................................

A Answers
1 Digital watches show 5 00 and 5:00 Use by: 26/6/05 22/2/03 8/5/02
Best before: 3/8/04 15/8/05 31/5/06
2 The digital watches show 1 o’clock and 8 o’clock.
1 11:30 2 10:30 3 9:45
1 12 2 12
11 1 11 1
10 2 10 2
9 3 9 3 Activity 9
8 4 8 4
7 5 7 5
1 The Simpsons 3 No
6 6
2 BBC1 4 At 7:30
3 12 4 12
11 1 11 1
2 2
10 10 Activity 10
9 3 9 3
1 Wednesday 3 Tuesday and Thursday
8 4 8 4
7 5 7 5 2 2:30 4 8:30
6 6
Activity 11
Activity 3
1 3 hours 2 Monday 3 Tuesday
1 30 minutes 2 15 minutes 3 45 minutes
Activity 12
Activity 4
1 3 September
1 12 12 12 2 7 January
11 1 11 1 11 1
10 2 10 2 10 2 3 a holiday (or weekend)
9 3 9 3 9 3 4 17 July
8 4 8 4 8 4 5 18 July
7 5 7 5 7 5
6 6 6
2 a quarter past six Activity 13

half past seven 1 5 October 3 at home
a quarter to nine 2 Liverpool 4 19 October
1 Apr Feb Oct Aug 1 1 October, 31 October
2 September December March June 2 on the 5th and 19th
3 1 5 7 3 on the 13th and 27th
4 March November September 4 Friday (the 18th)
Activity 6
1 Check with teacher Activity 15
2 Dentist: 18th October 2005, 18 October 2005, 1 4 May Sarah
18 Oct 05, 18/10/05, 18/10/05 15 May Kylie
Parent’s evening: 5th March 2004, 19 May Christopher
5 March 2004, 5 Mar 2004, 5/3/04 26 May Rahim
05/03/04 2, 3, 4, 5 Check with teacher

A
Activity 16
1
Morning Help in nursery
Afternoon playground duty

dinner duty dinner duty
and help clear up
2 Check with teacher Activity H4

1 20th February 2002
Help 2 3 calls
3 11:15
Activity H1
4 12:00
1 7:00, 2:15, 5:30, 10:45 5 Derby
2 7 o’clock, a quarter past 2, half past 5,
a quarter to 11
Extension
Activity H2 Activity E1
1 8:00
1 25/12/04 26/12/04 1/1/04
2 7:45
3 10:00
Activity H3
Activity E2
1 11
12 1 11
12 1
2 2
1 15/6/06
10 10
2 25/6/06
9 3 9 3
3 6th June 2006
8 4 8 4
7 5 7 5 4 See calendar below
6 6
12 1 12 1
11 11
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6
2 2:15
3 7:45
JUNE 2006
Saturday Sunday Monday Tuesday Wednesday Thursday Friday
1 2
3 4 5 6 7 8 9
10 11 12 Dentist
3:15 13 14 15 16
Meet teacher
17 18 19 20 21 10:30 22 23
John’s
24 party 25 26 27 28 29 30

A
Mini projects Activity C3
M1, M2, M3 1 15 June 05 and 28 July 05
Check with teacher 2 7:45
3 Hometown Hellraisers
4 The Scorpions
Check it
Activity C1
Activity C4
1 3.15, 3:15
2 eleven forty-five, a quarter to twelve 1 John
3 21/9/05 21 Sept 2005 21.09.05 2 Gloria
3 6 days
4 Tessa
Activity C2
5.4.98 1/12/00 11 May 2003 28 Nov 06

4 Allotments, gardens and
garden centres
I love my garden. It’s fu
ll of life. It
changes all the time. It’
s great to
have something differe
nt from the
office work I do, where
I never get
any exercise!
Is there any maths in m
y gardening?
Well, I suppose there is
. I need to
know how far apart an
d how deep to
plant my seeds; and wo
rking out how
much fertiliser to put
on is quite
difficult. I keep an eye
on the weather
forecast to see if there’s
going to be a
frost – is that maths?
One thing is definitely
maths. That’s
keeping an eye on the
money I spend
at the garden centre!
Talk about it
Do you have a garden or an allotment?
Have you seen gardening programmes on TV or been to a garden centre?
Do you measure things?
Do you read measurements on tins of food or other things you buy?
Do you watch the weather forecast?
What numeracy skills do you think you might need for these things?

■ Use centimetres and metres to measure length MSS1/E2.5, MSS1/E2.9
■ Use kilograms to measure weight MSS1/E2.6, MSS1/E2.9
■ Use litres to measure volume MSS1/E2.7, MSS1/E2.9
■ Use degrees Celsius (ºC) to measure temperature MSS1/E2.8
■ Recognise and name common mathematical shapes MSS2/E2.1, MSS2/E2.2

These activities are about measuring length and reading scales.
How long or how deep is it?
When I am planning where to plant things,

I mark out a plot. If I only need a rough
estimate of size, I pace it out because
my pace is about 1 metre.
If I want to measure exactly, I use a tape
measure and measure in metres.
pace
Activity 1
Use a metre ruler to measure your pace.
Work with another person and take it in turns to measure your pace.
1 Is your pace more or less than a metre? .....................................
2 Measure the length of the room in paces. .....................................
3 Measure the width of the room in paces. .....................................
4 Now measure the length of the room in metres, to the nearest metre. .....................................
5 Now measure the width of the room in metres, to the nearest metre. .....................................
6 Did everybody get the same answers when you measured in paces? .....................................
7 Did everybody get the same answer when you measured in metres? .....................................
Remember
● A metre is a STANDARD measure of length used across the world.
Activity 2
The instructions on seed In the allotment, I use a stick that

packets are usually given in I’ve marked in centimetres. I also use
centimetres, so that’s what I it to make holes for the seeds. I’ve
use for measuring how far apart cut notches in the stick so that I
to plant seeds, and how deep. can make the holes the right depth.
Page 2 Unit 4 E2 NUMERACY MSS1/E2.5, MSS1/E2.9

0 cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Use a ruler to measure this stick. Remember

● Metres and centimetres
Start with the 0 at the end.
are metric units.
Check the lengths marked on the stick.
● 1 metre = 100 centimetres
How long is the stick? .....................................
● centimetre is written cm
Make marks on the stick at intervals of one centimetre.
● metre is written m
Some have been done for you.
Activity 3
Work with another person and practise measuring in metres or in
centimetres.
Choose some small and some large items.
Complete the table.
Items to measure Unit: centimetres or metres Measurement
Door height metres 2m
Make sure you write cm or m.
? Do you need more practice in measuring – in centimetres? Yes ■ No ■

– in metres? Yes ■ No ■
For more work on this, go to H1/H2 (page 13) or E1 (page 15).

These activities are about kilograms and measuring weight.
How heavy is it?
When I have dug up my potatoes I like

to know how much they weigh.
Potatoes can be weighed in kilograms, which is the metric unit.
Some people use pounds, which is the imperial unit.
Remember
● A kilogram is a metric measure of weight
● Kilogram can be written like this: kilo
or like this: kg
These potatoes weigh 7 kilograms.
I can write 7 kilograms, 7 kilos or 7 kg.
Activity 4
Write down the weight shown on each scale in THREE different ways.
1 2 3
......................................................... ........................................................ ........................................................
......................................................... ......................................................... .........................................................
......................................................... ......................................................... .........................................................
4 The heaviest weight is ..................................... 5 The lightest weight is .....................................

Mark the weight on the dial of the scale.
6 3 kg 7 1 kilogram
Talk about it
What do you buy in kilograms?
Talk about it in the group and make a list.
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
What is the weight of a bag of sugar?
Practical activity
Try weighing some food items.
Check your result with the label.
Item Weight (scales) Weight (label)
? Do you need more practice with weighing? Yes ■ No ■


These activities are about measuring capacity.
How much does it hold?
Remember
● A litre is a metric measure of capacity.
● It measures how much something holds, usually of liquids such as water.

● Litre is written l . So for example, two litres is written 2l
What things do you buy in litres? Make a list.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
One of the problems is that the tap is a long way from

my allotment. So, I have a water barrel in the allotment
to collect rainwater from the shed roof. But sometimes
I still have to fill it using a bucket.
The barrel holds 100 litres.
Activity 5
This is the bucket I use. I have to carry

it all the way from the tap.
The label shows that it holds 10 litres.
1 When the water barrel is half-full how many litres of water are in it?
.......................................................................................................................
2 The watering can holds half as much as the bucket.
The watering can holds ..................................... litres.

Here are two more buckets.
How much water is in each of them?

3 4
................................................. .................................................
Activity 6
Look at the capacity on different containers, for example how much drinks
bottles and cartons hold.
Write down the capacities in the table.
Container Capacity (l)
Large cola bottle 2l
Find two containers of different shapes that each hold one litre.
Write what you found in the space provided.
.................................................................................. and ..................................................................................
Sketch them below.
? Do you need more practice working with litres? Yes ■ No ■

For more work on this, go to H4 or H5 (page 14).

These activities are about understanding temperature.
How warm is it?
Remember
I keep an eye on the weather forecast. ● Temperature can be measured
I look at the temperature. in degrees Celsius (°C) or
degrees Fahrenheit (°F).
● Water freezes at 0 °C and
Activity 7
boils at 100 °C.
If the temperature falls below 5 °C I have

to protect my plants against frost so
that they are not damaged.
This is the forecast for the next five days.
The temperatures are given in degrees Celsius.
Find Friday in the first column. Now read across and you will see that
● There will be showers
● The day temperature will be 9 °C
● The night temperature will be 2 °C.
Day Weather Temperature (day) Temperature (night)
Wednesday Cloudy 7 °C 6 °C
Thursday Light rain. Wind 8 °C 3 °C
Friday Showers 9 °C 2 °C
Saturday Scattered showers 11 °C 7 °C
Sunday Mostly cloudy 10 °C 5 °C
1 On which two days is no rain forecast?
..........................................................................................................................................................................
2 On which two nights is the temperature forecast to be below 5 °C?
..........................................................................................................................................................................
3 Which is forecast to be the warmest day?
..........................................................................................................................................................................

Activity 8
Temperature What it feels like
Temperature is measured in degrees (°C).
0 °C a freezing cold day
1 Use this table to estimate the temperature today
5 °C a cold day
● in the room you are working
15 °C a warm spring day
● outside 20 °C an warm day in

early summer
2 Describe what it feels like 25 °C a sunny summer day
● in the room ..................................................................... 30 °C a very hot day
● outside .....................................................................
3 You are going on a day trip to the seaside by coach.
During the day you have to carry everything you need, as you cannot
return to the coach.
Write down or draw the clothes and other items it would be important
to take for these forecasts.
a Showers 18 °C ..................................................................................................................................................
...................................................................................................................................................................................................
b Fine 12 °C ..................................................................................................................................................
...................................................................................................................................................................................................
c Sunny 30 °C ..................................................................................................................................................
...................................................................................................................................................................................................
d Find tomorrow’s forecast and decide what you would take.
...................................................................................................................................................................................................
? Do you need to do some more work on everyday temperatures? Yes ■ No ■


These activities are about 2-D shapes.
What shape is it?
I sometimes go to a garden centre to buy things.
There are many different shapes of paving slabs.
This shape is a rectangle.
It has 4 sides.
It has 4 corners.
Activity 9
Fill in the details for these paving slabs.
1 This shape is a ........................................................................
It has ........................................................................ sides.
It has ........................................................................ corners.
2 This shape is a ........................................................................
It has ........................................................................ sides.
It has ........................................................................ corners.
3 This shape is a ........................................................................
It has ........................................................................ sides.
It has ........................................................................ corners.
4 Which of the above shapes is the only one with a curved side?
........................................................................

These activities are about common mathematical shapes.
Cylinders
I’ve planted a small apple tree.
I want to protect it from getting
knocked over, so I’ve bought a length
of wire fencing to put round it.
The fencing makes a cylinder that is

open at both ends. It looks like this.
Activity 10
Roll a rectangle of paper into a tube and use paper clips, staples or sticky-
tape to join the edges to make an open cylinder.
Try different-sized rectangles and see what the cylinders look like.
The rectangle makes one curved surface of a cylinder.
1 If the cylinder had a top and bottom, how many surfaces would it have
altogether?
........................................................................
A bicycle pump is a shape based on a cylinder.
2 Write down three more everyday objects that are like cylinders.
........................................................................
........................................................................
........................................................................
MSS2/E2.1, MSS2/E2.2 E2 NUMERACY Unit 4 Page 11

These activities are about 3-D shapes.
Boxes
This box is a cube.
Inside the shop at the garden
centre, there are all sorts of It has 8 corners.
different shaped boxes. It has 6 faces.
It has 12 edges.
Activity 11
1 This box is a cuboid. It has ............. faces.
It has ............. corners.
It has ............. edges.
2 This shape is a square-based pyramid. It has ............. faces.
It has ............. edges.
3 This box is a .....................................
It has ............. faces.
It has ............. edges.
4 What shape is a box of matches? ........................................................................
5 What shape are dice? ........................................................................
6 What shape is a can of beans? ........................................................................
? Do you know the names of the

2-D and 3-D shapes used in activities 10 and 11? Yes ■ No ■
For more work on shapes go to E3 (page 15).

! Help
Activity H1
Work with another person. Make an estimate first.
Take it in turns to help each other measure each of these:
Estimate Measurement
My pace
My hand span
My thumb width
My height
My elbow to finger tip This is a hand span.
Choose some more items to measure.
Activity H2
Make marks on these sticks at intervals of one centimetre.
Write down the length of each stick.
..................................... cm
..................................... cm
..................................... cm
..................................... cm
..................................... cm

!
Activity H3
Mark the weight on the dial of the scale.
1 2 3
6 kg 9 kg 4 kg
4 5 6
7 kg 11 kg 2 kg
Activity H4
You need a 1 litre measuring jug full of water and a drinking mug.
How many mugs can you fill from the jug? .....................................
Think about how many drinks you have in a day.
About how many litres do you drink in a day? .....................................
Activity H5
You need a bucket or washing-up bowl.
Use a one litre measuring jug, or an empty bottle that holds

one or two litres.
How many litres of water do you need to fill the bucket or bowl?
.....................................

▼ Extension
Activity E1
Work with another person.
Estimate the length of each of the following, then measure to see how close
you were.
Add three more items of your own to the list.
the width of the door in metres
the length of this page in centimetres
the width of this page in centimetres
the length of the table or desk you are working at, in cm
the width of the table or desk you are working at, in cm
Activity E2
Check out the weather.
Five-day weather forecasts predict weather for the coming days.
They are useful if you are planning a short holiday or an outdoor activity.
They can be found in newspapers and on websites.
Investigate the temperatures in different places in England and abroad.

Choose places that interest you.
Try these websites or look in a newspaper. www.greatweather.co.uk
www.Weather.co.uk
www.onlineweather.com
Activity E3
Use a simple graphics package to draw some 2-D shapes.

▼
Mini-projects
▼
▼
Activity M1
Go to a garden centre, look in a catalogue or use the Internet.
In the table below, list some items that are sold by: weight, capacity and length.
Weight Capacity Length
Sand Liquid fertilizer Fence panel
Find some plants with care labels. What temperature should they be kept at?
Activity M2
Watch the weather forecast on TV, or listen to the weather forecast on the
radio, or look at the weather forecast in a newspaper.
Try to do this each day for a week. Keep a record of the highest daily
temperature in the area where you live.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
What was the highest temperature? .....................................
What was the lowest temperature? .....................................
Describe the weather for the whole week. ...................................................................................................................
.......................................................................................................................................................................................................................

✓ Check it
Activity C1
Ring each correct answer. There might be more than one in each row.
1 Which of these would you buy in kilograms?
2 Which of these would you buy in litres?
milk R IC E
whole
Petrol
3 Which of these would you buy in metres?
4 Which of these would you buy in centimetres?
Petrol
Activity C2
Look at this weather forecast:
Saturday Sunday Monday
Fair Showers Rain
Low 8 ºC High 13 ºC Low 7 ºC High 11 ºC Low 8 ºC High 10 ºC
1 The hottest day is ........................................................................
The highest temperature is ........................................................................
2 The coldest day is ........................................................................
The lowest temperature is ........................................................................
MSS1/E2.5, MSS1/E2.6, MSS1/E2.7, MSS1/E2.8, MSS2/E2.1 E2 NUMERACY Unit 4 Page 17

✓
Activity C3
Draw lines to match the labels with the shapes.
rectangle
square
cylinder
cube
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date .....................................

A Answers
Check with teacher 1 Wednesday and Sunday
2 Thursday and Friday
Activity 2
3 Saturday
Stick is 15 cm long
Activity 8
Activity 3
Check with teacher
Check with teacher
Activity 9
Activity 4
1 square (or rectangle), 4, 4
1 2 kilograms, 2 kilos, 2 kg
2 triangle, 3, 3
3 circle, 1, 0
4 circle
4 10 kg
5 2 kg
Activity 10
6
1 3
Activity 11
7 1 6, 8, 12
2 5, 5, 8
3 cylinder, 3, 0, 2
4 cuboid
5 cube
Practical activity
6 cylinder
Check with teacher
Activity 5 Help
1 50 litres
Activity H1
2 5 litres
Check with teacher
3 4 litres
4 8 litres Activity H2
1 10 cm
Activity 6
2 7 cm
Check with teacher
3 5 cm
4 11 cm
5 14 cm

A
Activity H3
1 2
3 4
5 6
Activities H4, H5, E1, E2, E3, M1, M2

Check with teacher
Check it
Activity C1
1 potatoes, flour
2 milk, paint, petrol
3 fabric, string
4 screws
Activity C2
1 Saturday, 13 °C
2 Sunday, 7 °C
Activity C3
rectangle
square
cylinder
cube

5 Working in a garage
I work in a garage. We
sell petrol,
spare parts and accesso
ries for
cars. There are a lot of
different
things to do. I need to
get a lot of
information from lists,
tables,
charts and diagrams.
I also need to look after

the stock
and re-order when it ge
ts low.
It is important to colle
ct
information about custo
mers and
sales, to help us plan wh
at stock
to buy in.
Talk about it
What information do you need to know about running a car?
Where would you find this information?
Can you find examples of the information I might need?
What sorts of things do customers buy from a garage?
How do customers pay?
What things do garages sell?
What sort of things would a supervisor need to know about customers
using a garage?

■ Get information from lists, tables and diagrams HD1/E2.1
■ Comparing information from graphs HD1/E2.2
■ Sorting objects using two categories HD1/E2.3
■ Collecting information with numbers HD1/E2.4
■ Representing information so that it makes sense HD1/E2.5

These activities are about getting information from tables. A table is a way of showing
information clearly. They can be complicated, but here they will be simple.
The forecourt
When I’m working in the garage I need
to get information about cars from
lots of different places.
Activity 1
The garage sells different makes of radial tyre, each in different sizes.
Tyres R13 R14 R15 Remember

● Rows go across
MICHSTONE £32 £56 £50
● Columns go down.
BRIDGEYEAR £33 £59 £54
GOODELLI £31 £53 £55
The table shows the makes of car tyre down the side of the table and the
size across the top.
A customer wants the price of a R14 Goodelli.

Find Goodelli and look across that row (see arrow). Now find R14 and look
down that column. Where this row and column cross over is £53.
Tyres R13 R14 R15

Cost of an R14 tyre made by Goodelli is £53 per tyre.
Sometimes the customer just wants the cheapest tyre. For example, the cheapest R15.
Look down the R15 column.
1 What is the cheapest price? ........................................................................
2 Look across to the left. What make of tyre is this? ........................................................................

3 An R15 size Bridgeyear tyre will cost ........................................................................
4 An R13 size Michstone tyre will cost ........................................................................
5 The cheapest R13 tyre is ........................................................................
6 Which is the dearest R14? ........................................................................
Remember
● When using tables it is important to know what is shown in the
rows and columns. This shows you where to find information.
Activity 2
The garage has four petrol pumps. Each pump delivers two different types
of fuel, as shown in the table. Use the table below to answer the questions.
Fuel
Diesel 4-star Unleaded
Pump petrol petrol
1 Yes No Yes
2 No Yes Yes
3 No Yes Yes
4 Yes No Yes
1 Is 4-star petrol sold at pump 3? .....................................................................................................................................
2 Is diesel sold at pump 2? ....................................................................................................................................................
3 Which pumps sell unleaded petrol? ............................................................................................................................
4 Which fuels can you buy at pump 4? ..................................................... and .......................................................
? Do you need more practice in reading tables? Yes ■ No ■

HD1/E2.1 E2 NUMERACY Unit 5 Page 3

These activities are about getting information, and comparing block graphs.
Selling oil and tyres

‘I also have to know about other items sold in the
pay kiosk, and re-order when stocks are low.’
Activity 3
Engine oil is sold in different grades. This garage sells Multi grade, 10W/50,
Diesel and Super grade. The oil is only sold in cans.
In June sales totalled
Types of oil Multi grade 10W/50 Diesel Super
Number of cans sold 8 4 6 2
A block graph can be used to see how much has been sold.
June Sales of Oil
8
Number of Cans Sold
7
6
5
4
3
2
1
0 Multi grade 10W/50 Diesel Super

Types of Oil
In June, two cans of Super grade oil were sold.
1 How many Diesel cans were sold in June? .....................................
2 How many 10W/50 cans were sold in June? .....................................
3 Which type of oil sold least in June? ........................................................................
4 I re-order when I have sold seven cans of one type of oil. Which type of oil
will I need to re-order? ...................................................................
5 In June, which oil sold three times as many cans as Super oil? .................................................................

Activity 4
The sales of Goodelli R13 tyres are shown in this block graph.
Sales of Goodelli R13 Tyres Over 1 Week

10
9
Number of Tyres Sold
8
7
6
5
4
3
2
1
0 Monday Wednesday Friday

Tuesday Thursday Saturday
Day of the Week
On Monday, one tyre was sold.
1 How many tyres were sold on Tuesday? ........................................................................
2 How many tyres were sold in the first three days? .....................................................
I re-order as soon as I have sold ten tyres.
3 a On which day did I re-order? ........................................................................
b Did I order again during the week? If so, when? ...................................................
4 On which day were most tyres sold? ........................................................................
5 On which day were least tyres sold? ........................................................................
6 Will the number of tyres sold be the same next week? ..........................................
Why? ................................................................................................................................................
7 On which days were an even number of tyres sold? ..............................................
8 Put the number of tyres sold each day in the table below.
Monday Tuesday Wednesday Thursday Friday Saturday
? Do you need more practice in reading block graphs?

Yes ■ No ■

These activities are about sorting things into groups using two categories.
Diesel or petrol? What colour car?

Activity 5
My work-mate Joe thinks that more white vans come to the

garage than any other vehicles. So we decide to do a survey.
The following vehicles visit the garage between 10 and 11 o’clock:
EXPRESS
DELIVERIES
✓
EXPRESS
DELIVERIES
The first vehicle has been sorted into the table. It is a white van so the tally
mark goes under White, across from Van.
Where will the blue car go? Mark it on the table.
1 Finish off sorting the vehicles into the table.
White Not white (another colour)
Van
Other vehicle
2 How many white vans visited garage between 10 and 11 o’clock? .....................................
3 Was Joe right? Are white vans the most common type of vehicles? .....................................
Joe doesn’t think this is fair because everything that isn’t a van goes
into the ‘other’ box. What do you think? Discuss this with the class.
Activity 6
Remember
Joe also says that all cars which use diesel have four
● Criteria are features such as
doors. His does! So we do another survey.
colour, shape, height which
allows objects to be sorted.
They decide to group different types of vehicles in two
criteria by fuel type, and the number of doors.
They draw a table like the one shown on the next page. The following cars
visited the garage between 9 and 10 o’clock (the first 2 are done for you).
Diesel 4-door ✓ Petrol 4-door ✓ Diesel 4-door Petrol 3-door

Diesel 4-door Diesel 2-door Petrol 2-door Petrol 2-door
Petrol 4-door Petrol 2-door Petrol 4-door Diesel 4-door

1 The first two cars have been recorded by fuel type Diesel Petrol
and the number of doors into this table.
Complete the table. 2-door
2 Is Joe right? Do all diesel cars have four doors? 3-door
..................................... 4-door
3 What is the most common fuel type in this group
of cars? .....................................
Activity 7
Jay, my other work-mate has kept a note of MOTOR MOTOR

all the oil that is sold. It is sold for petrol and MOTOR MOTOR OIL OIL
OIL OIL
diesel engines and in two sizes, for £6 or £9. PETROL DIESEL
PETROL DIESEL
This is a list of the oil sold on Monday.

£6 £9
The list shows cost and fuel type.
£6 petrol, £6 diesel, £6 petrol, £9 diesel, £6 diesel,

£6 petrol, £9 petrol, £6 diesel, £6 petrol.
1 What should be written at the top of the columns? Fill in the table below.
2 Look at the £6 column.
Petrol oil
Diesel oil
a How many £6 cans of petrol oil were sold? .................................................................
b How many £6 cans of diesel oil were sold? .................................................................
c How many £6 cans altogether? ........................................................................
3 How many £9 cans of oil were sold altogether? ...............................................................
? Do you need more practice in sorting information into a table? Yes ■ No ■

For more work on this, go to H3 (page13) or E1 (page 14).
This work links to mini-project M2 page 16).

These activities are about collecting information with numbers.
About our customers

Activity 8
The supervisor wants to know how many different types of

vehicle use the garage on Friday morning. He tells us to use
categories of car, motorbike, van, and lorry.
1 Can you think of any ‘other’ categories? ..........................................................................
The following vehicles come into the garage on Friday morning:
car ✓ car ✓ motorbike ✓ lorry ✓ car ✓

van ✓ car car motorbike van car
2 The first six vehicles have been sorted out. Finish sorting them into groups:
car, car, car ................................................................................
motorbike ...................................................................................
lorry ................................................................................................
van ..................................................................................................
3 Put the total number of vehicles into each category in the table:
car
motorbike
lorry
van
4 Which is the most common type of vehicle? .................................................................
5 Which is the least common type of vehicle? .................................................................
6 Will there be the same number of vehicles every Friday morning?
..................................................................
Why? ............................................................................................................................................................

Activity 9
The supervisor wants to know if customers

spend more than £10 on petrol.
Joe thought the categories could be:
More than £10
£10
Less than £10
The information could be collected by questioning the customers or by

looking at the till roll.
1 If you asked the customers a question, what would it be?
.........................................................................................................................................................................
Activity 10
The supervisor wants to know how customers pay for the petrol.
1 Decide on at least two ways to pay.
........................................................................ ........................................................................
2 Would you ask the customers or find the information another way?
Explain how you could get the information.
.........................................................................................................................................................................
3 On the table show how you could collect information about how
customers pay.
? Do you need more practice on collecting information? Yes ■ No ■

This work links to mini projects M1/M2 ( page 15).

These activities are about representing information to make sense.
Which pump works hardest?

Activity 11
Which is the busiest fuel pump on Monday morning?
The supervisor needs to know which pump is used

the most. ✓
The supervisor has printed the till roll for Monday ✓
morning.
✓
1 Record the number of times the pumps 1, 2, 3 and
4 have been used and fill in the rest of the table.
The first three uses have been done for you.
2 Which is the busiest petrol pump on Monday morning?
.....................................
Pump number Times used
3 How can you check you have included all the information from all of
the petrol pumps?
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
4 Draw blocks on the graph

to show petrol pump use. Petrol Pumps Used on Monday Morning
Petrol pump 1 has already
Number of times used
been drawn for you. 6

5
4
3
2
1
0 1 2 3 4
Petrol pump number

Activity 12
The supervisor needs to know if there are more customers

before or after 8 o’clock on Monday morning.
Use the information on the till roll on the opposite page.
1 What information does the supervisor need?

Pump number YES/NO Time YES/NO
2 Use the till roll to fill in the table below, by listing the times the pumps
are used.
Times
Before 8 o’clock
After 8 o’clock
3 Are there more customers before or after 8 o’clock? .................................................
4 Suggest a reason for your answer.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
5 Complete the block graph to show this information.
Make sure you give it a title and label both axes.
Title:
9
Number of cars
A/W
Graph
0 Before After
8 o'clock 8 o'clock

Activity 13
The supervisor needs to find out the

most popular colours of cars to
restock the paint shop.
These cars came into the garage on

Friday morning.
The supervisor only wants to know

the two most popular colours.
1 List the two most common colours.
2 List the rest of the colours that will fit into the OTHER category.
3 Put the two most common colours into the table and the number of cars
in each category.
OTHER
4 The supervisor needs to see a block graph to show the colours of

the cars. Give the graph a title and label the vertical axis.
8
7
6
5
4
3
2
1
0 Other
Colour of cars
5 Which is the most popular colour of car? ___________________________
? This work links to mini-project M2 (page 15).
Page 12 Unit 5 E2 NUMERACY Rt2, Rt4, Rs3, Rw3, SLd2, SLc1, SLc3
! Help
Activity H1
This table shows the cost of cross-ply tyres.
Tyres R13 R14 R15
1 What is the cost of a Michstone R13? ........................................................................
2 What does an R15 Goodelli cost? ........................................................................
3 Which is the cheapest Bridgeyear tyre? ........................................................................
4 Which is the dearest R14 tyre? ........................................................................
5 What does the most expensive cross-ply tyre cost? ....................................................
Activity H2
Tyre sales in May
Sales of Car Tyres Over a Week
10
9
8
7
Tyres sold
6
5
4
3
2
1
0 M T W T F Sa Su
Day of week
1 How many tyres were sold on Wednesday? ..................................................................
2 On which day were most tyres sold? ........................................................................
3 How many tyres were sold over the whole week?.....................................................

Activity H3
The following cars visited the garage between 10 and 11 o’clock
on Wednesday:
petrol 2-door diesel 2-door petrol 4-door diesel 4-door
petrol 4-door petrol 2-door petrol 4-door
1 The two criteria to sort these are a the number of doors b ..................................................................
Complete the headings and tally the cars into the table.
2 door
4 door
2 What is the most common fuel? ........................................................................
3 What is the most common number of doors? ...............................................................
Activity H4
What types of vehicle use the garage
on Saturday morning?
These vehicles come into the

garage on Saturday morning:
1 List the different types of vehicles.
Tally the number of vehicles into

each category in the table:
Type of vehicle Tally

Number of vehicles
5
2 Draw a block graph to show the 4
vehicles that called into the 3
2
garage on Saturday morning.
1
3 Which is the most common type 0 Motorbike Car 4-wheel Van
of vehicle? drive
Types of vehicles
..................................................................

▼ Extension
In the shop at the garage we
sell windscreen wiper blades.
Activity E1
There are two lengths, 26 cm and 29 cm.
They are made by two companies, Clearwipe and Wipeasy.
They are all stored in one big basket. The supervisor wants to order more
and asks Joe how many of each are left.
Joe decides to do this by recording the information in a table.
Decide on the criteria to go in the table.
As Joe takes a packet from the basket he makes a tally mark on the table to
show the wipers.
Here is the order of the packets that he takes out:

C26 W29 C29 W29 W26
W29 C29 W26 C29 W29
1 Complete Joe’s table for him.
2 For which length of wiper is there more stock? ...........................................................
3 For which make of wiper is there more stock? ..............................................................

▼
Mini project s
▼
▼
Activity M1
A tyre pressure chart shows how much air pressure to Remember
put into car tyres. ● ‘Psi’ is a measure of tyre
pressure. It means pounds

Discuss in a group how tyre pressure is measured.
per square inch.
Investigate the tyre pressure on three different cars.
Go to a garage and find the chart showing tyre pressure.
1 List three cars you have chosen. ........................................................................................................
2 Why does pressure vary for different cars? .................................................................................
3 Why does pressure vary from front to back tyres?
..........................................................................................................................................................................................
4 Why does it vary for different loads/speeds in the car?
..........................................................................................................................................................................................
5 How important is it to check it regularly? ..................................................................................
6 List the tyre pressure for the three cars. .......................................................................................
7 What is another measure of pressure used for car tyres? .................................................
Activity M2
Go to the local garage to collect information about the types of vehicles using
the garage over half an hour, or an hour. Or go to a car park to collect
information on the most popular colour of cars.
(Be aware that if you go to a garage you should ask permission from the
supervisor and stand in a safe place to collect the information.)
Choose the categories of vehicles. Draw a table and put in the categories you
have chosen or list the vehicles as they arrive and categorise them later.
Draw a block graph to show the different types of vehicles.
You could use a simple spreadsheet to categorise the data.
Use a simple graphics package to draw a bar chart.
Activity M3
Use the Internet to find costs of a car tyres b second-hand cars.

✓ Check it
Activity C1
Sale of 1 litre cans of car wash in one week in January

Number of cans sold
6
5
4
3
2
1
0 Regular Superwash Executive Shine

Types of car wash
1 How many Executive Shine cans were sold? .....................................
2 Which car wash sold the most in January? .....................................
3 How many cans were sold altogether? .....................................
Activity C2
Sales of oil on Tuesday evening, in sizes and types as in Activity 7 (page 7).
Decide on the criteria to sort these and complete the tally table.
1 Which is the most popular size sold? ........................................................................
2 How many cans of oil were sold? ........................................................................

Activity C3
Sales in pay kiosk on Thursday evening.
1 Sort the information into a table.
Item sold Number sold
2 Fill in the block graph using sales from the table.
Sales on Thursday Evening

Number of items sold
5
4
3
2
1
0 Wind Screen Petrol Can Bulb

Wash
How am I doing?
I am confident with...................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date .....................................

A Answers
1 £50 1
2 Michstone Diesel Petrol
3 £54
2-door
4 £32
5 Goodelli, £31 3-door
6 Bridgeyear, £59 4-door
2 No
Activity 2 3 Petrol
1 Yes
2 No Activity 7
3 All 1, 2, 3, 4 1 Cost (£6 and £9)
4 Diesel and unleaded
£6 £9
Petrol
Activity 3
Diesel
1 6
2 4 2 a4 b3 c7
3 Super 3 2
4 Multi grade
5 Diesel
Activity 8
1 4-wheel drive or sports car or three-wheeler or
Activity 4 people carrier etc
1 3 2 car, car, car, car, car, car
2 11 motorbike, motorbike
3 a Wednesday b Friday lorry
4 Saturday van, van
5 Monday 3 car 6
6 Unlikley, because there will be different customers.
7 Thursday and Friday motorbike 2
8 lorry 1
Mon Tues Weds Thurs Fri Sat
van 2
1 3 7 4 6 9
4 car
5 lorry
Activity 5 6 It is unlikely because they will be different
customers.
White Not white
Van
Activity 9
Other
1 In the last week did you spend – more than £10
– exactly £10
2 4 – less than £10
3 Yes on petrol?
or a version of this.

A
Activity 10 3 Before 8 o’clock
1 Cash or credit card are most likely. Discuss other 4 People are filling up on their way to work
answers with teacher 5 Check with teacher
2 From the till roll or by questioning customer
3 Activity 13
Number of customers 1
Cash White Red
Credit
2
Blue Green Black Yellow
Activity 11
3
1 Pump number Times used White
1 Red
2 OTHER
3
4
4
Colour of Cars on Friday Morning
2 Pump number 2
3 Count the number of pump readings on the till 8
roll and make sure they are the same in the table 7
Number of cars
6
Petrol Pumps Used on Monday Morning 5
4
Number of times used
6 3
5 2
4 1
3
2 0 White Red Other
1 Colour of cars
0 1 2 3 4
Petrol pump number
5 white
Help
Activity 12
1 Pump number NO Time YES Activity H1
2 Fill in the table below. 1 £27
Times 2 £43
Before 6:30 7:00 7:15 7:15 7:30 7:45 7:45 3 R13
8 o’clock 4 Bridgeyear
5 £47
After 8:15 8:30 9:00 9:30 10:15
8 o’clock
Activity H2
1 3
2 Saturday
3 30

A
Activity H3 Mini projects
1 (2) Fuel type
M1 M2 M3
Diesel Petrol Check with teacher
2-door
4-door Check it
2 petrol
Activity C1
3 4 door
1 2
2 Super Wash
Activity H4 3 11
1 Motorbike
Car Activity C2
4-wheel drive Sort the sales into two categories.
Van 1 ......... size .........
and
2 ......... engine type .........
2 Fill in the table with categories and amounts
Vehicles that called into the Garage on Saturday Morning
Large Small
Number of vehicles
5 Diesel
4
Petrol
3
2 1 Large
1
2 7
0 Motorbike Car 4-wheel Van
drive
Types of vehicles Activity C3
1
3 car
Wind screen wash
Petrol can
Extension
Bulb
E1
26cm 29cm 2
Clearwipe
Wipeasy Sales on Thursday Evening
Number of items sold
2 There are more 29 cm wipers in stock. 5

4
3 There are more wipers from Wipeasy in stock.
3
2
1
0 Wind Screen Petrol Can Bulb

Wash

1 In the warehouse – DIY 4 All
I work in the warehouse of a big

do-it-yourself shop. I like it because
there’s lots of variety in the things I
have to do and I meet a lot of people.
There are deliveries to be checked in
and shelves to be stacked. Customers’
orders have to be processed, loaded
into the vans and delivered.
Do I use numbers in my job? Well,
I have to recognise the stock numbers
of all the things we sell and I have to
count how much stock there is. I need
to check how many items there are in
each packing case and what will fit on
to the shelves in the warehouse. I
organise the deliveries, so I need to
work with distances. So, yes, I use
numbers every day.
Talk about it
Do you ever do any DIY?
Do you ever go to big DIY shops?
Do you ever have to pack or stack things?
Have you planned a journey and thought about the distance?
What maths skills do you think you might need for these tasks?

■ Using, adding and subtracting numbers up to 1000 N1/E3.1, 2, 9
■ Multiplying and dividing two digits by one digit N1/E3.4, 6, 9
■ Approximating numbers and estimating answers N1/E3.7, 8
■ Understanding miles and kilometres as distances MSS1/E3.4
■ Sorting mathematical shapes MSS2/E3.1

Ordering numbers up to 1000.
Getting things in the right order

The things Mrs Brown wants are shown below. The
It’s a big warehouse. When I put an order list on the right has the same items as the list on
together for a customer, I have to use the the left, but the order has been changed so that
stock code numbers. Everything has a the stock code numbers are in ascending order.
different number. I start at one end of the
warehouse where the lowest stock codes Ascending order means that the numbers are
are and work my way to the other end arranged with the lowest number first e.g.
where the highest stock codes are. or 1, 2, 3, 4, 5
or 100, 102, 106, 153.
For Mrs Brown’s order, the lowest stock number
is 450, the next lowest is 746 and so on.
Customer name and address: Customer name and address:

Mrs Brown, 4 Hawthorn Gardens, Hambledon. Mrs Brown, 4 Hawthorn Gardens, Hambledon.
Stock code Description Price Stock code Description Price
746 Blue paint 450 Brush
928 Pale blue wallpaper 746 Blue paint
907 Paste 907 Paste
450 Brush 928 Pale blue wallpaper
Activity 1
Here is an order form for Mr Taylor. Sort the items into ascending order of stock code numbers.
Customer name and address: Customer name and address:

Mr Taylor, Unit 12, Cornley Estate Mr Taylor, Unit 12, Cornley Estate
Stock code Description Price Stock code Description Price
744 Dark green paint 248 Roller
730 Light green paint ........ ........................................
792 White paint ........ ........................................
248 Roller ........ ........................................
324 Tray ........ ........................................
951 Mint wallpaper ........ ........................................
836 Border ........ ........................................
907 Paste ........ ........................................
Tip
Sorting numbers
384 = 300 + 80 + 4 = 3 hundreds + 8 tens + 4 units
306 = 300 + 00 + 6 = 3 hundreds + 0 tens + 6 units
So 306 is lower because it has the same number of hundreds, but fewer tens.

In sequence
When I’m looking for a stock item in the
warehouse and I see number 227, I know
that 127 will be in the aisle before and
327 will be in the aisle after.
The numbers go in sequence: 127, 227, 327, 427 etc.
Can you continue the sequence? Talk about sequences in your group.
Think about places where numbers are used in order or in sequence.
Activity 2
1 Fill in the missing numbers in the following sequences.
a 10 20 30 ........ ........ 60 ........ ........ ........ 100

b 13 23 33 43 ........ ........ 73 ........ ........ 103
Check your answers before going on.
c 98 88 78 ........ ........ 48 ........ ........ ........ 8

d 100 200 300 ........ ........ 600 ........ ........ ........ 1000
e 137 237 337 ........ ........ 637 ........ ........ 937
f 952 852 752 ........ ........ 452 ........ ........ ........ 52
2 These sequences have been jumbled up. Put the numbers back in ascending
order. You will find it helpful to cross out a number when you have put it in the
right place.
a 25 65 5 45 95 85 55 15 35 75 Remember
● Ascending
5 15 25 ......... ......... ......... ......... ......... ......... .........
means from
b 91 11 81 71 21 1 41 51 61 31 lowest up to
highest.
......... ......... ......... ......... ......... ......... ......... ......... ......... .........
● Descending
c 145 645 245 545 945 845 345 445 745 means from
highest down
......... ......... ......... ......... ......... ......... ......... ......... .........
to lowest.
3 Put these numbers into descending order.
384 184 684 984 584 284 784 484 884

......... ......... ......... ......... ......... ......... ......... ......... .........
N1/E3.1 E3 NUMERACY Unit 1 Page 3

Address the order

Today one of the vans is delivering
goods along Great Western Road. Which would be the best order to make the stops?
Activity 3
Here are the order forms for goods that have to be delivered in Great Western
Road. Write the addresses in ascending order of house number.
1 ...................................................................
2 ...................................................................
3 ...................................................................
4 ...................................................................
5 ...................................................................
6 ...................................................................
7 ...................................................................
8 ...................................................................
9 ...................................................................
10 ...................................................................
11 ...................................................................
12 ...................................................................

Odds and evens
Think about a street you often walk along.
How are the houses or shops arranged?
How does the postal worker know which house is which?
Which numbers are odd and which are even?
Odd numbers end in 1, 3, 5, 7 or 9. Even numbers end in 0, 2, 4, 6 or 8.
For example, 641 is an odd number and 642 is an even number.
Tomorrow I’m delivering stock along the High Street. The traffic is really busy,
so it’s best to deliver to all the odd numbers along one side first and then
come back down the other side starting with the highest even number.
Activity 4
Put the addresses in order for the High Street deliveries – odd numbers in
ascending order first, followed by even numbers in descending order.
Remember
1 ................................................................... 5 ................................................................... ● Odd numbers
end in 1, 3, 5,
2 ................................................................... 6 ................................................................... 7 or 9.
● Even numbers
3 ................................................................... 7 ...................................................................
end in 0, 2, 4,
6 or 8.
4 ................................................................... 8 ...................................................................
? Review
Do you need more practice in putting numbers in order, sequencing or

understanding odd and even numbers? Yes ■ No ■
For more work on this, go to H1, H2 and H3 (page 20) or E1 (page 22).

Using numbers up to 1000.
Paying by cheque
Customers have to pay for an order when it is delivered. If they write a

cheque I have to make sure that the amount of money is correct and that
the amount in words is the same as the amount in figures.
Have you used cheques to pay for goods or services?
Look at the cheque below. In your group talk about how it has been completed.
20-34-01
800908 82232579
DATE
PAY
A/C PAYEE
one hundred and forty-three pounds £

and fifty-two pence only N GARTH
Cheque No. Sort Code Account No.
"100257" 50"9870" 92257118
Activity 5
1 Complete these cheques with the missing amounts in numbers or in words.
a b
55-12 -12
10090 8 65874 125 99-02-05
548511 65874568
DATE
DATE
PAY PAY
£
A/C PAYEE
£
A/C PAYEE
L PEGRAM
M HEADS
Sort Code Account No.

Cheque No.
01"58 72" 84266 328
"9112 67"
"524789" 11"5478" 74723655
c d
21-04-55
858630 78452147
00- 29- 65
DATE 658 505 102 350 03
DATE
PAY
PAY
£
A/C PAYEE
seven hundred and six

A/C PAYEE
S BECK
pounds £
and 50 pence only
G MCKIE
Cheque No. Sort Code Account No. Cheque No.
Sort Code
Account No.
"356875" 05"5874" 98745008 "02 588 9"
45" 565 7" 456 897 78
e f
25-99-20
547854 44005228
05- 77- 89
658 758 255 687 98
DATE
DATE
PAY PAY
£
A/C PAYEE
Three hundred and twenty-nine pounds

A/C PAYEE
£ A CROSBY
S DAVIES
and 14 pence only
Cheque No. Account No.
Sort Code Cheque No. Sort Code
Account No.
"68 960 0" 85472014
11" 645 8" 325 645 50 "658210" 00"1451"

g h
50-18-78 23-58-52
245654 35478562 256245 53689547
DATE
DATE
PAY
PAY
A/C PAYEE
£ Eight hundred and eighty-two pounds £
Six hundred and fourteen pounds A/C PAYEE
N AKRAM and 37 pence only E WATSON
and 61 pence only
"456850" 10"6525" 12321458
"235645" 99"5687" 12458789
2 Look at these two cheques. The amount in words is incorrect. Write the correct
amount in words underneath each.
a b
57- 84- 11
356 214 558 865 41 05-77-89
658758 25568798
DATE
DATE
PAY PAY
£
40 pence
A/C PAYEE
Thirty-six pounds and
A/C PAYEE
B BRIDGES one hundred and fourteen pounds £
only 50 pence only D SANGSTER
Account No.
Sort Code Cheque No. Sort Code
Cheque No. Account No.
256 001 12
22" 653 2" "689600" 11"6458"
"06 589 7" 32564550
......................................................................................................... .........................................................................................................
......................................................................................................... .........................................................................................................
3 Look at these two cheques. The amount in figures is incorrect. Write the correct
figures underneath.
a b
91-22-07
325648 25689785
25-99-20
547854 44005228
DATE
DATE
PAY
PAY
£
A/C PAYEE
Two hundred and nineteen pounds

A/C PAYEE
Five hundred and two pounds and £ M MUNCHER
10 pence only A KNIGHT and 24 pence only

"211565" 58"6589" 54755874
"658210" 00"1451" 85472014
......................................................................................................... .........................................................................................................
? Review
Do you need more practice in writing numbers in figures and in words? Yes ■ No ■

Rounding numbers to the nearest 10 or 100.
Approximately
Talk about it
Can you make up a sentence with the word ‘approximately’ in it? Tip
– Approximately how many chairs are in the room? ● A round number
– Approximately how many steps does it take to get to the top floor of a often ends with
ten-storey block of flats? the round figure 0
– Approximately how many days or weeks are there until December 31? or sometimes 00.
Did you give ‘round’ numbers in your answers?

43
43 is approximately 40, rounded to the nearest 10. 40 50
It is rounded to 40 because 43 is closer to 40 than to 50.
47
47 is approximately 50, rounded to the nearest 10. 40 50
It is rounded to 50 because 47 is closer to 50 than to 40.
Sometimes the DIY manager asks approximately how much

of a certain item is in stock. She wants to know if there is
plenty of stock, or if it is nearly time to order more. The
manager is asking for a number to the nearest 10.
Activity 6
Round these paint stock numbers to the nearest 10. Tip
Rounding to the nearest 10
1 53 tins of blue paint is approximately 50
..................................... tins.
● Numbers ending in 0, 1, 2, 3
2 28 tins of green paint is approximately ..................................... tins. and 4 are rounded to the 10
below.
3 46 tins of yellow paint is approximately ..................................... tins. ● Numbers ending in 5, 6, 7, 8
and 9 are rounded to the 10
4 35 tins of indigo paint is approximately ..................................... tins.
above.
5 67 tins of lilac paint is approximately ..................................... tins.
6 81 tins of peach paint, rounded to the nearest 10 is ..................................... tins.
7 74 tins of cream paint, rounded to the nearest 10 is ..................................... tins.
8 92 tins of white paint, rounded to the nearest 10 is ..................................... tins.
9 19 tins of cerise paint, rounded to the nearest 10 is ..................................... tins.

For larger amounts such as 676 or 939, we approximate
by rounding to the nearest 100.
676
676 is approximately 700, rounded to the 600 700
nearest 100. It is rounded to 700 because
676 is closer to 700 than to 600.
939
939 is approximately 900, rounded to the 900 1000
nearest 100. It is rounded to 900 because
939 is closer to 900 than to 1000.
Activity 7
Round these tile stock numbers to the nearest 100. Remember to look at the last
two digits of the number to help you decide how to round it. You may find it
helpful to cover the hundreds digit with your finger.
Number in stock rounded

Tile pattern Number in stock
to the nearest 100
Daisy 268 300
Shell 518
Fish 136
Star 375
Leaf 666
Swirl 372
Bubbles 419
Ribbon 185
Corn 250
Tip
Rounding to the nearest 100
● For numbers ending in 01 to 49, go to the 100 below.
● For numbers ending in 50 to 99, go to the 100 above.
? Review
Do you need more practice rounding numbers? Yes ■ No ■


Adding three-digit numbers and checking answers by rounding.
Adding to the stock

When deliveries arrive at DIY 4 All, For example, if there are 75 rolls of meadow pattern
the new stock is added to the old wallpaper in stock and another 240 rolls are delivered, then
stock to give a new total. the new stock total is 75 + 240 = 315 rolls.
To work this out, it helps to think about hundreds, tens and units.
Remember H T U
240 means 200 + 40 + 0 200 + 40 + 0
75 means 70 + 5 add 70 + 5
————————
200 + 110 + 5 = 315
——
Talk about it
● How do you add up in your head? How do you write it down?
Activity 8
Practise by adding the deliveries of wallpaper to the stocks.
Tip
Wallpaper Number of Number Poppy
Total For written
pattern rolls in stock delivered H T U calculations,
Poppy 146 72 100 + 40 + 6 keep the
hundreds, tens
Stripe 65 230 add 70 + 2
——————— and units in
Floral 114 425 columns H T U
Scroll 218 124
Wave 142 375
Train 136 180
Swirl 19 380
United 245 245
Birds 153 77
Fern 307 108
Feather 256 248
Page 10 Unit 1 E3 NUMERACY N1/E3.2, 8

Are you right?
When you do a sum, how do you know the answer is right? How can you check
your calculations?
Try to think of different ways of checking. Talk about it in your group.
One way of checking is by making an estimate or an approximate answer first, to

see the size of answer to expect.
If there are 83 tins in stock (that’s approximately 100)

and another 235 (that’s approximately 200) are delivered,
then my total is approximately 100 + 200 = 300. Easy!
83 + 235 = 318
Quite close to my estimate, so I think I’m right.
Activity 9
Work with another person. Take turns to do the estimate and then the calculation.
Estimate Exact answer Space for working out
1 315 + 122 300 + 100 = 400

.............................................. 437
..............................................
2 483 + 516 .............................................. ..............................................
3 266 + 632 .............................................. ..............................................
4 375 + 254 .............................................. ..............................................
5 294 + 614 .............................................. ..............................................
6 426 + 384 .............................................. ..............................................
7 490 + 88 .............................................. ..............................................
8 327 + 284 .............................................. ..............................................
9 79 + 843 .............................................. ..............................................
? Review
Do you need more practice in rounding and adding numbers

with three digits? Yes ■ No ■
For more work on this, go to H6, questions 1–6 (page 21).
N1/E3.2, 8 E3 NUMERACY Unit 1 Page 11

Subtracting using three-digit numbers and checking the results.
Taking stock away

Talk about it
When customer orders are taken
from the stock, I have to calculate When do you use subtraction? How do you subtract in your
how much stock is left. head? How do you write it down? Share your methods in your
group. Think about how you can get an approximate answer.
576 − 160 = approximately 600 − 200 = 400

If I take 160 away from 576,
I get exactly 416. H T U
500 + 70 + 6
subtract 100 + 60 + 0
————————————
400 + 10 + 6 = 416
You can check a subtraction by doing an addition.

Add 160 and 416. What do you get?
If you get back to 576, you know your subtraction is correct.
Activity 10
Here are some orders picked from stock this month.
Work out how much stock is left. Don’t forget to check your answers.
When orders come in to DIY 4 All, the items are picked from stock.
You can work out how much is left by subtraction.
Starting Stock Stock

Door handles
stock picked left
Large mahogany 475 231 244
Medium mahogany 568 333
Small mahogany 356 215
Large beech 640 235 H T U

300 + 40 + 7
Medium beech 347 162
➔
subtract 100 + 60 + 2
Small beech 241 175 ————————
We need some more tens.
Large ash 205 63
200 + 140 + 7
Medium ash 327 188
subtract 100 + 60 + 2
————————
Small ash 402 276 100 + 80 + 5 = 185
? Review
Do you need more practice in subtraction? Yes ■ No ■

For more work on this, go to H6, questions 7–12 (page 21).
Page 12 Unit 1 E3 NUMERACY N1/E3.2, 8

Multiplying two-digit numbers by one-digit numbers.
How many in a case?

Stock comes to the shop in all sorts of sized packets! Paint
brushes come in packs of five. Tins of paint come in eights if
they are small ones, and in fours if they are large ones.
Things that come in plastic wrap can have any number –
whatever will wrap easily. Curtain poles come in sevens! When
the supervisor wants to know how many we have in stock, I have
to count in these numbers – I have to know the multiples.
Count items in twos like this 8 , 10, 12

2, 4, 6, __ __ , 14, 16
__.
Count items in fives like this 5, 10, 15, 20
__ , 25
__ , 30
__ , 35
__ , 40
__.
Activity 11
Count the multiples to complete this check on stock. (You may need to use a
tables square or a calculator.)
Stock item
Paint brushes in fives 5, 10, 15, 20, ........, ........, ........, ........, 45, ........, ........, ........, 65
Tins of paint in eights 8, 16, 24, 32, ........, ........, ........, 64, ........, ........, ........, 96
Curtain poles in sevens 7, 14, 21, ........, ........, ........, 49, ........, ........, ........, 77
Fence posts in nines 9, 18, 27, ........, ........, 54, ........, ........, ........, 90, ........
Packs of nails in 100s 100, 200, 300, ........, ........, ........, ........, 800, ........, ........
Packs of door knobs in 50s 50, 100, 150, 200, ........, ........, ........, 400, ........, ........, 550
Boxes of work gloves in 20s 20, 40, 60, ........, ........, ........, 140, ........, ........, 200, ........
Rolls of wallpaper in 25s 25, 50, 75, ........, ........, ........, 175, ........, ........, 250, ........
Can you describe the patterns? Talk about them in your group.
? Review
Do you need more practice in multiplying two-digit numbers by

one-digit numbers? Yes ■ No ■
For more work on this, go to H7 (page 21) or E3 and E4 (page 22).

Multiplying two-digit numbers by one-digit numbers and working out approximate answers.
Paint stocks
In the DIY 4 All warehouse we receive small
tins of paint in packing cases of 36 tins.
To find out how many tins are in four packing
cases, I have to multiply 36 by 4.
In four packing cases there are 36 × 4 = 144 tins.
There are other ways of working this out.
36 = 30 + 6 H T U
So 30 × 4 = 120 3
6
× 4
6 × 4 = 24 2
——————
1 4 4
then add 36 × 4 = 144
Talk about it
How do you multiply? How do you multiply in your head? How do you write it down?
Activity 12
Calculate how many of each paint colour and size there are in stock.
Small red
Small: Medium: Large: H T U
36 tins 24 tins 16 tins 3 6
per case per case per case × 2
—————
Cases Tins Cases Tins Cases Tins 7 2
Medium white
2 red 36 × 2 = 72 3 red 5 red
H T U
4 blue 6 white 24 × 6 = 7 blue 2 4
× 6
8 white 7 white 9 white —————
Space for working

Talk about it
How can you check that your multiplying is correct? You could use a calculator.
If you have access to a computer, you could use a spreadsheet.
What other methods can you use? What about reversing the calculation and using
division as a check?
For example, if 36 × 5 = 180 then 180 ÷ 5 = 36. Check!
Using a calculator: 3 6 × 5 =
Then, to check the answer:
1 8 0 ÷ 5 =
Or, you could use estimation again.
36 is approximately 40, rounded to the nearest 10.
40 × 5 = 200 so that means the answer 180 is the right size, since it is close to 200.
There are lots of different ways of checking multiplication.
Activity 13
Try out some of the methods. Work with another person to calculate and check these
wallpaper stocks.
Wallpaper patterns Stock Space for working
Orchard 14 boxes of 8 rolls = ............. rolls
Fruit 35 boxes of 8 rolls = ............. rolls
Grapes 72 boxes of 6 rolls = ............. rolls
Circles 64 boxes of 6 rolls = ............. rolls
Spirals 58 boxes of 4 rolls = ............. rolls
Spots 29 boxes of 4 rolls = ............. rolls
Squares 53 boxes of 6 rolls = ............. rolls
Nursery 27 boxes of 8 rolls = ............. rolls
? Review
Do you need more practice in multiplying? Yes ■ No ■

For more work on this go, to H8 (page 21) or E2, E3 and E4 (page 22).
N1/E3.4, 7, 8 E3 NUMERACY Unit 1 Page 15

Dividing two-digit numbers by one-digit numbers.
Packing up
If a customer orders 20 tiles, I need Customer name and address:
to know how many boxes of tiles to Mrs Brown, 4 Hawthorn Gardens, Hambledon.
collect from the warehouse. Some
Stock code Description Price
come in boxes of five, but others come
20 leaf pattern tiles
in boxes of two, or three or four.
26 daisy pattern tiles
Leaf pattern tiles come in boxes of 5.

So I need to work out 20 ÷ 5.
20 ÷ 5 = 4 exactly, so four whole boxes are needed.
You can think of division as repeated subtraction, because
20 − 5 = 15, 15 − 5 = 10, 10 − 5 = 5, 5 − 5 = 0.
That’s four lots of 5.
You can check your answer by using multiplication: 4 × 5 = 20
26 – 4 = 22,
If 26 tiles are needed and they come in boxes of 4, the calculation is 22 – 4 = 18,
26 ÷ 4 = 6 remainder 2. 18 – 4 = 14,
Howard will need to get 6 whole boxes, plus another 2 tiles. 14 – 4 = 10,
10 – 4 = 6,
Talk about it 6 – 4 = 2.
You can use a calculator to help. How can you use the decimal number That’s six lots of
on the calculator to find out how many extra tiles are needed? 4 and 2 more.
Try typing this into your calculator:
2 6 ÷ 4 = answer .
The whole number part is 6, so we need 6 whole boxes.
On the calculator type 6 × 4 = answer .

So we need another 2 tiles to make 26.
Talk about dividing calculations in your group. How do you record written calculations?
Activity 14
Work out how many full boxes and how many extra tiles are needed for these tile orders.
28 bubbles pattern tiles (boxes of 2) 28 ÷ 2 = 14 36 fish pattern tiles (boxes of 4) .............................
23 shell pattern tiles (boxes of 2) ............................. 45 star pattern tiles (boxes of 4) .............................
18 corn pattern tiles (boxes of 3) ............................. 64 swirl pattern tiles (boxes of 5) .............................
25 swirl pattern tiles (boxes of 3) ............................. 70 wave pattern tiles (boxes of 5) .............................
? Review
Do you need more practice in division? Yes ■ No ■


Using miles to measure distance.
How far?
Talk about it
How far can you walk in 20 minutes?
How far do you travel from home to work or home to college?
How far do you travel if you go to visit a friend or relative?
How far do you travel if you go on holiday?
What units are used to measure long distances in the UK and in other countries?
Activity 15
Here is a list of distances from DIY 4 All to places around Birmingham. Rank the names in
order of distance from Birmingham, nearest to furthest. Use numbers to show the order.
Birmingham to
Walsall 8 miles ..................................... Brownhills
Wolverhampton 14 miles ..................................... Aldridge

WOLVERHAMPTON
Coventry 18 miles 10
.....................................
Bilston
WALSALL
Bromsgrove 13 miles .....................................
SUTTON COLDFIELD
Sutton Coldfield 6 miles ..................................... Smethwick
Smethwick 3 miles 1
.....................................
BIRMINGHAM
HALESOWEN
Brownhills 12 miles .....................................
COVENTRY
Aldridge 9 miles .....................................
Bilston 10 miles ..................................... Bromsgrove
Halesowen 7 miles .....................................
Activity 16
The distances are used to calculate delivery charges for DIY 4 All customers. The
charge is 65p per mile. So the cost of a delivery to Aldridge is 9 × 65p = 585p = £5.85
Calculate the delivery charges to:
1 Halesowen ..................................................................................................................................................
2 Smethwick ..................................................................................................................................................
3 Sutton Coldfield ......................................................................................................................................
? Review
Do you need more practice on distance? Yes ■ No ■


Using mathematical shapes.
Mathematical shapes
The items stocked at DIY 4 All come in
many different shapes and sizes.
Some are easy to pack and stack and
others are not so easy.
Talk about it
Look around the room you are in.
Describe the shapes you see.
Which shapes have right angles?
Which shapes have lines of symmetry?
Look at tables, windows, shelves, ceiling or carpet tiles, books and paper.
Open a book and look at the different angles you can make between the pages.
Compare the side lengths of different shapes.
Activity 17
In your group, look at the picture of the DIY 4 All items at the top of the page.
List the shapes with right angles and those without.
Shapes with right angles Shapes without right angles
Activity 18
Draw the lines of symmetry on these shapes.

Displays
When there is a special

promotion at DIY 4 All, we
make a display.
Activity 19 15 cm
Think about the shelves at DIY 4 All. Each shelf in

the display area of the shop is 60 cm wide.
The tins of paint are 15 cm across.

60 cm
4 × 15 cm = 60 cm
So, four tins of paint would fit on the shelf.
Calculate how many of each item would fit on

a 60 cm shelf. Make a sketch to show it. (Use separate paper.)
1 2 3
TILES
SPRAY ADHESIVE
20 cm
30 cm
10 cm
..................................... ..................................... .....................................
Activity 20
Use all the same shapes or a mixture of two shapes to design your own display.
Try cylinders (cans), cubes or cuboids (boxes).
If you have access to a computer, you could use a drawing package or some of
the drawing icons from the drawing toolbar.
? Review
Do you need more practice in working with shapes? Yes ■ No ■


! Help
Activity H1
Think about all the different three-digit numbers you can make with 3, 1, and 7 using
each digit just once for each number.
317 713 731 371 137 173

1 Write down all the different three-digit numbers can you make with 4, 5 and 6.
Use each digit once in each number.
..........................................................................................................................................................................
2 Choose three digits of your own and make as many different numbers as you can.
What happens if one of the digits that you choose is 0?
Activity H2
1 Work with another person to put these numbers in ascending order.
That means lowest number first, so look for the 100s first and decide which of these is lower.
Then look at the 200s, then the 300s and so on. Cross the numbers off the list
when you’ve put them in the right place.
468 219 105 335 637 260 401 156 339 587 132 200
105 132 .......... .......... .......... .......... .......... .......... .......... .......... .......... ..........
2 Put the next list in descending order. That means you have to find the highest number first
and then the next highest, so look at the 900s first, then 800s and so on.
873 425 681 999 982 704 810 644 555 403 500 350
999 982 .......... .......... .......... .......... .......... .......... .......... .......... .......... ..........
Activity H3
Put a ring round all the even numbers in this list. Remember that even numbers
end in 0, 2, 4, 6 or 8.
153 76 229 248 842 981 980 455 404 676 767
Activity H4
Draw a line to link the number in figures to the same number in words.
143 seven hundred and fifty-two 207 six hundred and nineteen
378 one hundred and forty-three 330 eight hundred and forty-eight
906 four hundred and fifty 619 two hundred and seven
752 three hundred and seventy-eight 848 five hundred and eighty-seven
450 nine hundred and six 587 three hundred and thirty

Activity H5
1 Round these distances to the nearest 10 miles.
a 47 miles is approximately 50
.............. miles. d 63 miles is approximately .............. miles.
b 22 miles is approximately .............. miles. e 76 miles is approximately .............. miles.
c 58 miles is approximately .............. miles. f 81 miles is approximately .............. miles.
2 Round these distances to the nearest 100 km (kilometres).

a 368 km is approximately 400
.............. km. d 421 km is approximately .............. km.
b 839 km is approximately .............. km. e 666 km is approximately .............. km.
c 520 km is approximately .............. km. f 228 km is approximately .............. km.
Activity H6
Some mistakes have been made in these addition and subtraction calculations.
Check them and decide which are right. Correct the ones that are wrong.
1 425 + 74 = 499 2 355 + 123 = 478 3 347 + 431 = 888
4 352 + 174 = 426 5 416 + 394 = 810 6 589 + 298 = 786
7 496 – 256 = 240 8 876 – 543 = 333 9 765 – 432 = 222
10 493 – 37 = 457 11 648 – 592 = 46 12 411 – 231 = 180
Activity H7
1 Use a calculator to find the first few multiples of 50. Add 50 each time.
Look for the pattern and continue it up to 500.
50 100 150 ............. ............. ............. ............. ............. ............. .............
Look for the pattern and continue it up to 1000.
100 200 ............. ............. 500 ............. ............. ............. ............. .............
25 50 75 ............. ............. 150 ............. ............. ............. .............
Activity H8
Try these multiplication and division calculations. Work them out. Then check the
answers with a calculator.
1 How many tins of paint? 2 How many boxes of tiles?
a 43 × 2 b 45 × 5 c 38 × 3 d 27 × 4 a 24 ÷ 2 b 75 ÷ 5 c 64 ÷ 4 d 98 ÷ 3
Activity H9
Draw all the lines of symmetry
on these shapes.

▼
Extension
Activity E1
Work with another person. Use 0, 2, 5 and 7 to make as many different three-digit
numbers as you can.
You can repeat the digits, e.g. 222 or 255 or 727. They will all count.
How many of your numbers are even and how many are odd?
Activity E2
Complete the cross number. Across Down
1 2 3 1 16 × 5 1 43 × 2
4 5 2 69 ÷ 3 3 13 × 3
4 31 × 3 5 68 ÷ 2
6 7
6 51 × 5 6 96 ÷ 4
8
8 10 × 5 7 11 × 5
9 10 11
12 107 × 3 9 99 ÷ 3
12 10 84 ÷ 4
11 90 ÷ 5
Activity E3
Use a calculator or spreadsheet to investigate multiplying numbers by 10.
Start by multiplying single digits by 10, then try multiplying some two-digit
numbers by 10.
Write down your answers. What do you notice about the answers? Can you write
down what happens each time?
Activity E4
Use a calculator or spreadsheet to investigate multiplying numbers by 100.
Start by multiplying single digits by 100, then try multiplying some two-digit
numbers by 100.
Write down your answers. What do you notice about the answers? Can you write
down what happens each time?
Activity E5
If you have access to a computer, use a drawing package or the drawing toolbar
to draw some three-dimensional (3-D) shapes. Draw different sizes of cubes,
cuboids, cylinders and pyramids.

▼
Mini-projects
▼
▼
▼
Activity M1
1 On a 100 square, cross off or colour in all the even numbers. Notice the
pattern.
Repeat this with

a multiples of 3 b multiples of 4 c other multiples.
OR
Use a 100 square. Cross off the number 1.
Cross off all the multiples of 2, except 2 itself.
Cross off all the multiples of 3, except 3 itself
Make a list of all the numbers that have not been crossed through. These are
special numbers called prime numbers. Ask your teacher about them.
Activity M2
Go to a supermarket, DIY shop or other large shop and look at the way items are
stored on shelves or in special promotional displays. Draw or sketch what you have
seen. How are boxes or cans stacked and displayed?
Activity M3
Find out the distances between the towns near where you live. Some maps have
the distances between towns marked in miles or kilometres. Some maps have a
table of distances between large towns.
Calculate how long it would take you to walk from one town to another. You can
probably walk at 2 or 3 miles per hour, so divide by 3 to find the answer, or by 2
to be on the safe side. If your distance is in kilometres, then divide by 5 to find out
how many hours your journey would take.
If you have access to the Internet then you can find the distance between places
using the AA (Automobile Association) website www.theaa.com.
Activity M4
If you have access to the Internet, use the AA (Automobile Association) website
www.theaa.com to investigate the distances between places such as London and
Edinburgh, London and Cardiff, Birmingham and York – or choose some
destinations of your own.

✓ Check it
Activity C1
Put these numbers in ascending order.
425 273 189 378 211 400 65 1000 125 99 763

65 ............ ............ ............ ............ ............ ............ ............ ............ ............ ............
Activity C2
Draw a ring around the odd numbers.
121 400 276 345 297 777 350 243 478 419 792
Activity C3
1 If there are 145 tins in stock and another 260 are delivered,
how many are there altogether?
2 If 320 rolls of wallpaper are in stock and 146 are sold,

how many are left?
3 If there are four tins of paint in a box and there are 45 boxes,
how many tins of paint are there altogether?
4 If there are five tiles in each box, how many boxes will be
needed for an order of 40 tiles?
Activity C4
Draw the lines of symmetry on the shapes and put a tick under the shapes that
have right angles.
Activity C5
What is the approximate distance between London and Birmingham? Draw a ring
around your answer.
2 miles 120 miles 4000 miles

How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................

.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
Stock Description Price 1 a One hundred and fifty-six pounds 75 pence
code b Two hundred and thirty-six pounds only
248 Roller c Four hundred and sixty-five pounds 20 pence
324 Tray d £706.50
730 Light green paint e Five hundred and seventy-three pounds
744 Dark green paint 43 pence
792 White paint f £329.14
836 Border g £614.61
907 Paste h £882.37
951 Mint wallpaper 2 a Three hundred and six pounds 40 pence
b One hundred and forty pounds 5 pence
Activity 2 3 a £502.10
1 a 10 20 30 40 50 60 70 80 90 100 b £219.24
b 13 23 33 43 53 63 73 83 93 103
Activity 6
c 98 88 78 68 58 48 38 28 18 8
d 100 200 300 400 500 600 700 800 900 1000 1 50 tins
e 137 237 337 437 537 637 737 837 937 2 30 tins
f 952 852 752 652 552 452 352 252 152 52 3 50 tins
2 a 5 15 25 35 45 55 65 75 85 95 4 40 tins
b 1 11 21 31 41 51 61 71 81 91 5 70 tins
c 145 245 345 445 545 645 745 845 945 6 80 tins
3 984 884 784 684 584 484 384 284 184 84 7 70 tins
8 90 tins
Activity 3 9 20 tins
1 E. McKenzie, 59 Great Western Road
Activity 7
2 S. Davies, 94 Great Western Road
3 A. Crosby, 122 Great Western Road Number Number in stock
4 M. Watson, 175 Great Western Road Tile pattern
in stock rounding to nearest 100
5 Car Kits, 225 Great Western Road
Daisy 268 300
6 Mo’s Muncher, 309 Great Western Road
7 Sports United, 326 Great Western Road Shell 518 500
8 Cut & Curl, 348 Great Western Road Fish 136 100
9 B. Bridges, 384 Great Western Road Star 375 400
10 Able Alarms, 467 Great Western Road
Leaf 666 700
11 Akrams, 492 Great Western Road
12 D. Sangster, 851 Great Western Road Swirl 372 400
Activity 4 Bubble 419 400
1 N. Garth, 47 High Street Ribbon 185 200

2 International Inc, 123 High Street Corn 250 300
3 McKie’s, 181 High Street
4 L. Pegram, 265 High Street
5 Trelims Ltd., 224 High Street
6 ABC Writers, 196 High Street
7 S. Beck, 88 High Street
8 M. Heads, 52 High Street

A
Poppy 146 + 72 = 218 Small red 36 × 2 = 72
Stripe 65 + 230 = 295 Medium red 24 × 3 = 72
Floral 114 + 425 = 539 Large red 16 × 5 = 80
Scroll 218 + 124 = 342 Small blue 36 × 4 = 144
Wave 142 + 375 = 517 Medium blue 24 × 6 = 144
Train 136 + 180 = 316 Large blue 16 × 7 = 112
Swirl 19 + 380 = 399 Small white 36 × 8 = 288
United 245 + 245 = 490 Medium white 24 × 7 = 168
Birds 153 + 77 = 230 Large white 16 × 9 = 144
Fern 307 + 108 = 415
Feather 256 + 248 = 504 Activity 13
Orchard 14 boxes of 8 rolls = 112 rolls
Activity 9 Fruit 35 boxes of 8 rolls = 280 rolls
1 437 2 999 3 898 4 629 5 908 Grapes 72 boxes of 6 rolls = 432 rolls
6 810 7 578 8 611 9 922 Circles 64 boxes of 6 rolls = 384 rolls
Spirals 58 boxes of 4 rolls = 232 rolls
Activity 10 Spots 29 boxes of 4 rolls = 116 rolls
Large mahogany 475 − 231 = 244 Squares 53 boxes of 6 rolls = 318 rolls
Medium mahogany 568 − 333 = 235 Nursery 27 boxes of 8 rolls = 216 rolls
Small mahogany 356 − 215 = 141
Large beech 640 − 235 = 405 Activity 14
Medium beech 347 − 162 = 185 28 ÷ 2 = 14 boxes of 2 tiles
Small beech 241 − 175 = 66 23 ÷ 2 = 11 r 1 = 11 boxes of 2 + 1 more tile
Large ash 205 − 63 = 142 18 ÷ 3 = 6 boxes of 3 tiles
Medium ash 327 − 188 = 139 25 ÷ 3 = 8 r 1 = 8 boxes of 3 + 1 more tile
Small ash 402 − 276 = 126 36 ÷ 4 = 9 boxes of tiles
45 ÷ 4 = 11 r 1 = 11 boxes of 4 tiles + 1 more tile
Activity 11 64 ÷ 5 = 12 r 4 = 12 boxes of 5 tiles + 4 more tiles
Paintbrushes 5, 10, 15, 20, 25, 30, 35, 40, 45, 70 ÷ 5 = 14 boxes of tiles
50, 55, 60, 65
Tins of paint 8, 16, 24, 32, 40, 48, 56, 64, 72, Activity 15
80, 88, 96 1 Walsall 8 miles 4
Curtain poles 7, 14, 21, 28, 35, 42, 49, 56, 63, 2 Wolverhampton 14 miles 9
70, 77 3 Coventry 18 miles 10
Fence posts 9, 18, 27, 36, 45, 54, 63, 72, 81, 4 Bromsgrove 13 miles 8
90, 99 5 Sutton Coldfield 6 miles 2
Nails 100, 200, 300, 400, 500, 600, 700, 6 Smethwick 3 miles 1
800, 900, 1000 7 Brownhills 12 miles 7
Door knobs 50, 100, 150, 200, 250, 300, 350, 8 Aldridge 9 miles 5
400, 450, 500, 550 9 Bilston 10 miles 6
Work gloves 20, 40, 60, 80, 100, 120, 140, 160, 10 Halesowen 7 miles 3
180, 200, 220
Wallpaper 25, 50, 75, 100, 125, 150, 175, 200, Activity 16
225, 250, 275 Halesowen 7 × 65p = 455p = £4.55
Smethwick 3 × 65p = 195p = £1.95
Sutton Coldfield 6 × 65p = 390p = £3.90

A
Your teacher will check your list of shapes. Even numbers: 76 248 842 980 404 676
143 seven hundred and fifty-two
378 one hundred and forty-three
906 four hundred and fifty
752 three hundred and seventy-eight
450 nine hundred and six
207 six hundred and nineteen

330 eight hundred and forty-eight
619 two hundred and seven
848 five hundred and eighty-seven
587 three hundred and thirty
Activity H5
1
a 47 miles is approximately 50 miles.
b 22 miles is approximately 20 miles.
c 58 miles is approximately 60 miles.
d 63 miles is approximately 60 miles.
e 76 miles is approximately 80 miles.
f 81 miles is approximately 80 miles.
2
Activity 19 a 368 km is approximately 400 km.
Tiles: 3 b 839 km is approximately 800 km.
Lampshades: 2 c 520 km is approximately 500 km.
Spray adhesive: 6 d 421 km is approximately 400 km.
e 666 km is approximately 700 km.
Show your drawings of the shapes on the shelf to f 228 km is approximately 200 km.
your teacher.
Activity H6
Activity 20 1 425 + 74 = 499 ✓ 7 496 – 256 = 240 ✓
Check your answers with your teacher. 2 355 + 123 = 478 ✓ 8 876 – 543 = 333 ✓
3 347 + 431 = 888 ✗(778) 9 765 – 432 = 222 ✗ (333)
4 352 + 174 = 426 ✗(526) 10 493 – 37 = 457 ✗(456)
Help 5 416 + 394 = 810 ✓ 11 648 – 592 = 46 ✗(56)
6 589 + 298 = 786 ✗ (887) 12 411 – 231 = 180 ✓
Activity H1
1 456 465 546 564 645 654 Activity H7
2 Show your answers to your teacher. 1 50 100 150 200 250 300 350 400
450 500
Activity H2
2 100 200 300 400 500 600 700 800
1 105 132 156 200 219 260 335 339 900 1000
401 468 587 637 3 25 50 75 100 125 150 175 200 225
2 999 982 873 810 704 681 644 555 250
500 425 403 350

A
1 a 43 × 2 = 86 b 45 × 5 = 225 c 38 × 3 = 114 When you multiply a number by 100, all the digits
d 27 × 4 = 108 move two places to the left.
2 a 24 ÷ 2 = 12 b 75 ÷ 5 = 15 c 64 ÷ 4 = 16
d 98 ÷ 3 = 32 r 2 Activity E5
Show your shapes to your teacher.
Activity H9
Mini-projects
Show the results of your projects to your teacher.
Check it
Extension
Activity C1
Activity E1
65 99 125 189 211 273 378 400 425
222 220 225 227 202 252 272 763 1000
257 275 205 250 207 270
Activity C2
555 550 552 557 505 525 575
527 572 502 520 507 570 Odd numbers: 121 345 297 777 243 419
777 770 772 775 707 727 757 Activity C3

725 752 702 720 705 750 1 145 + 260 = 405 3 45 × 4 = 180
200 500 700 255 277 522 577 2 320 – 146 = 174 4 40 ÷ 5 = 8
722 755
Activity C4
There are 21 even numbers (underlined) and 27 odd
numbers.
Activity E2
1 2 3
8 0 2 3
4 5
6 9 3 ✓
6 7
2 5 5 4
8
4 5 0
9 10 11
3 2 1 ✓
12
3 2 1 8
Activity C5
120 miles
Activity E3
When you multiply a number by 10, all the digits
move one place to the left.

2 Making ends meet
My name is Howard. I have just started

a job in the new sandwich bar at the
airport. I have two children. My son is
aged 17–12 . He works in a sports shop
called Sports OK. My daughter is 14 and
attends the local high school.
It is important that I understand the
details of my payslip, how much of my
pay is deducted each week and how
much I actually take home – my net
pay.
I use my take-home pay to pay my bills,
buy food and other essentials. I also
save for holidays and special occasions.
I need to plan my weekly budget and
make a note of everything I spend
money on. Then I can see how much I
have left each week.
Talk about it
Have you ever seen a payslip?
Have you ever tried to understand a payslip?
What bills do you have to pay? How often do you pay them?
How do you make sure you have enough money when you go shopping?
Do you work out in advance how you are going to pay for all the things you need?
How do you pay for special events like birthdays and Christmas?

■ Adding and subtracting money using decimals MSS1/E3.1
■ Rounding money to the nearest £ and 10p MSS1/E3.2
■ Reading, writing and understanding decimals up to two decimal places N2/E3.3
■ Using a calculator to calculate with money N2/E3.4
■ Using +, −, ×, ÷ and = for solving problems N1/E3.9

Working out gross pay.
The payslip – gross pay
I work at the airport in the new

sandwich bar. I work a 38-hour
week, and I’m paid an hourly rate of
five pounds and seventy-five pence.
Five pounds and seventy-five pence can be written £5.75. The decimal point keeps
the pounds and pence separate. The pound values sit on the left of the decimal
point and the pence values sit on the right.
Pounds ● Pence
Hundreds (£) Tens (£) Units (£) ● tenths (£) hundredths (£)
5 ● 7 5
Activity 1
Ali Green is another worker in the sandwich bar. His hourly rate
is five pounds and twenty-five pence. Write this amount in figures.
Remember
Hourly rate – the amount paid for one hour of work.
Gross pay – the amount somebody earns before anything is taken out (income tax,
national insurance contributions).
To calculate gross pay, multiply the rate of pay per hour by the number of hours worked.
To calculate Howard’s gross pay, multiply £5.75 by 38 hours.
To enter £5.75 in a calculator, use these buttons in this order.
5 ⋅ 7 5
To multiply, enter × .
Then enter 3 8 for the number of hours.

Finally, press = to get the answer.
The figure shown on the calculator is 218.5
This is Howard’s gross pay. Check that you can get this answer on your calculator.
Remember
The calculator does not show the zero if it is the last digit and is after the decimal point.
Page 2 Unit 2 E3 NUMERACY N2/E3.3, 4; MSS1/E3.1

Howard’s gross pay is £218.50. Here’s how it is written in a place-value table:
Pounds ● Pence
Hundreds (£) Tens (£) Units (£) ● tenths (£) hundredths (£)
2 1 8 ● 5 0
Note how we put a 0 in the hundredths column. This makes it look like an amount
of money so that 50p and 5p are not muddled up.
Activity 2
Winston, Ali, Geeta and John work with Howard at the sandwich bar. Work out
their gross pay and complete the table.
Number of hours
Name Pay per hour (£) Gross pay (£)
worked per week
Howard Jones 5.75 38 218.50
Winston Ramsey 5.50 36
Ali Green 5.25 36
Geeta Singh 4.25 35
John Gates 3.50 36
Activity 3
Write the gross pay for each person in the place-value table.
Pounds ● Pence
Name Hundreds (£) Tens (£) Units (£) ● tenths (£) hundredths (£)
Howard Jones 2 1 8 ● 5 0
Winston Ramsey
Ali Green
Geeta Singh
John Gates
? Review
Do you need more practice in working out gross pay? Yes ■ No ■

N2/E3.3, 4; MSS1/E3.1 E3 NUMERACY Unit 2 Page 3

Working out net pay.
Working out net pay
Unfortunately, I do not take home my gross pay. This is because each week I
have to pay income tax, national insurance contributions and a contribution to
a pension fund. These are called deductions. The amount of money I actually
take home each week is my net pay.
Remember
Deductions – amount of money taken from gross pay.
Net pay – amount of pay left after deductions (sometimes called ‘take-home pay’).
Activity 4
Remember
Amount in £ When we use a calculator to
subtract two amounts we key
GROSS PAY 218.50 in the larger number first.
DEDUCTIONS 49.95
To calculate my net pay I have
NET PAY to subtract (–) the deductions
from my gross pay.
Net pay = gross pay – deductions
Net pay = £218.50 – £49.95
Net pay =
Activity 5
Calculate the net pay for Ali, Geeta, John and Winston. Use a calculator to check
your answers.
Name Amount in £ Name Amount in £

Ali Green Geeta Singh
GROSS PAY 189.00 GROSS PAY 148.75
DEDUCTIONS 42.26 DEDUCTIONS 34.44
NET PAY NET PAY
Page 4 Unit 2 E3 NUMERACY N1/E3.9; MSS1/E3.1

Name Amount in £ Name Amount in £
John Gates Winston Ramsey
GROSS PAY 126.00 GROSS PAY 198.00
DEDUCTIONS 25.42 DEDUCTIONS 38.20
NET PAY NET PAY
Activity 6
If I look closely at my payslip, I can

find out what the deductions are for,
and how much each deduction is.
Remember
Deductions are the amounts of money taken from gross pay for:
● income tax – this is for the government
● national insurance contributions – this is for the Department of Health and Social Security
● pension – this goes towards a pension fund
Employee name Howard Jones W e e k 10

Description Amount (£) Description Amount (£)
Basic pay 218.50 Income tax 30.59
National insurance 13.11
Pension 6.25
Total deductions
Gross pay 218.50 Net pay
Add up the deductions, then work out the net pay to complete the payslip.
Use a calculator.
? Review
Do you need more practice in working out net pay? Yes ■ No ■

For more work on this go to H2 (page 13) or E2 (page 15).
N1/E3.9; MSS1/E3.1 E3 NUMERACY Unit 2 Page 5

Rounding to the nearest pound.
Rounding to the nearest pound
Employee name Howard Jones W e e k 10

Pension 6.25
Total deductions 49.95
Gross pay 218.50 Net pay 168.55
Remember
Rounding
To round to the nearest pound (£) we have to look at the amount of pence.
If the amount is 50p or more, round to the next pound (£).
If the amount is 49p or less, round to the last pound (£).
Remember, 50p is half of £1 but is rounded up to the next pound.
Income tax = £30.59. I pay about £31 in income tax. I have rounded it to the
nearest pound.
National insurance = £13.11. I pay about £13 in national insurance contributions.

I have rounded it to the nearest pound.
Pension = £6.25. I pay about £6 towards my pension fund.
Altogether, my deductions are £49.95 a week. I could round this to the nearest
pound. Then, it would be £50.
My net pay is £168.55, I could round this to the nearest pound, which is £169.
Activity 7
Complete the table using the information above.
Amount (£) To the nearest £
Income tax 30.59
Pension 6.25
Total deductions 49.95

Activity 8
Complete the following tables.
1
Ali Green Amount (£) To the nearest (£)
Income tax 24.66
Pension 5.25
Total deductions
2
Geeta Singh Amount (£) To the nearest (£)
Income tax 19.96
Pension 4.50
Total deductions
3
John Gates Amount (£) To the nearest (£)
Income tax 13.70
Pension 3.50
Total deductions
4
Winston Ramsey Amount (£) To the nearest (£)
Income tax 22.30
Pension 4.75
Total deductions
5 What do you notice when you compare the exact totals with the rounded totals?
...............................................................................................................................................................................
? Review
Do you need more practice in rounding to the nearest pound (£)? Yes ■ No ■

Working out money problems.
The family budget

Activity 9
My son Luke works in the sports shop,

Sports OK. He earns £180 a week. He gives
me £50.50 a week towards his keep.
I get child benefit for Gemma.
Every four weeks, I get £63 in child benefit.
To calculate how much this is each week, divide £63 by 4.
£63 ÷ 4 =
Activity 10
Fill in the amounts and work out the total.
I need to know how much My net weekly pay (see page 6) £ .

money I get each week.
Luke’s weekly contribution towards his keep £ .
Weekly child benefit for Gemma £ .
My weekly income is £ .
Sometimes it seems like you get a bill every day!

It is important to keep account of them or they
can become a big headache.
I work out how much I need to put aside every
week so that I can pay my bills.
Page 8 Unit 2 E3 NUMERACY MSS1/E3.1; N1/E3.9

Activity 11
The table below shows how much Howard’s bills come to each week. Complete the
table to work out how much he spends on bills each week. The money spent on
bills is sometimes called outgoings.
● Fill in the column headed ‘rounded weekly amount (£)’.
● Then work out the weekly totals for both columns.
Bill Weekly amount (£) Rounded weekly amount (£)

Rent 73.84 74
Council tax 9.80
Water rates 7.43
Electricity 4.15
Gas 6.08
Telephone 6.84
Total
Be careful when you key in the amount for the gas bill. Make sure you key in 6.08,
not 6.8. The 0 is important.
(What is 6.8 written in pounds and pence? £..................................... . See the difference?)
Howard’s exact weekly outgoings for bills is £
The rounded weekly outgoing is £
Is it helpful to round the amounts? ........................................................................
Activity 12
To find out how much money for food, other essentials and savings Howard has
left, write down the weekly income and then subtract the weekly outgoings for bills.
Weekly income (Activity 10) £.....................................
Weekly outgoings for bills (exact amount) (Activity 11) £.....................................
Income – outgoings = £.....................................
Each week there is £ to buy food, other essentials and to save.
? Review
Do you need more practice in working with bills? Yes ■ No ■

MSS1/E3.1, 2; N1/E3.9 E3 NUMERACY Unit 2 Page 9

Understanding shopping bills and rounding to the nearest 10p.
Weekly shopping
I have just been shopping. Before I took my trolley of goods to the till,
I rounded the price of each item to the nearest 10p. I did this so that I could
add them in my head to be sure that I would be able to pay for my goods.
That way, I would not be embarrassed because I did not have enough money.
Activity 13
1 Round 76p to the nearest 10p. 76p is between 70p and 80p.
70p 71p 72p 73p 74p 75p 76p 77p 78p 79p 80p
It is closer to 80p. So, 76p to the nearest 10p is 80p.
2 23p is between 20p and 30p. Mark the position of 23p on this line.
20p 30p
23p to the nearest 10p is
3 45p is between and . Mark the position of 45p on the line.
It is exactly half way between 40p and 50p. We round 45p to 50p.
4 £2.37 is between £2.30 and . Mark the position on the line.
£2.37 to the nearest 10p is
5 Complete the table by rounding each amount of money to the nearest 10p.
Amount To the nearest 10p
87p 90p
£0.32 £0.30 or 30p
£0.45
24p
7p
£1.68
£2.31
Check your answers with another person before continuing.

Activity 14
ACTUAL Rounded to
ITEMS
Here is a supermarket till receipt. COST (£) nearest 10p
✷✷✷✷✷✷✷✷✷✷✷✷✷✷✷✷✷✷✷
● Round the items on the bill to
BAKED BEANS
the nearest 10p. (4 TINS) 0.88 £0.90
● Total the rounded and exact SAVER CHICKEN
amounts. Use a calculator. FILLETS (4) 2.99 ...................
● Compare the two totals (the POTATOES (5 KG) 1.28 ...................
actual amount with the
MILK (4 PINTS) 1.35 ...................
rounded amount).
BREAD 0.41 ...................
TEA BAGS 1.23 ...................
COFFEE 1.62 ...................
FROSTY LEMONADE 0.47 ...................
ECONOMY 3-PACK
BISCUITS 0.58 ...................
TIN CARROTS 0.15 ...................
TIN PEAS (LARGE) 0.54 ...................
YOGHURT (4) 0.89 ...................
CRISPS 1.07 ...................
JAM 0.42 ...................
TOTAL
This food
✷✷✷✷✷✷ THANK YOU ✷✷✷✷✷✷
total is £ .
Activity 15
Now work out how much money Howard has left after he has paid this food bill.
(Look back at Activity 12 on page 9 to help you.)
Money for food and other essentials (see Activity 12)
Food bill
Money left
? Review
Do you need more practice on rounding to the nearest 10p? Yes ■ No ■


Buying items with a limited budget.
Gemma’s budget
T-shirt ... £4.99 or £6.99
CD ... £5.25 or £8.99
magazine ... 75p or £1.25
book ... £3.75 or £4.50
chocolate ... 52p or 82p
It is Saturday and Gemma is out with her friends at a nearby shopping centre.
Gemma would like to buy a T-shirt, book, CD, magazine and some chocolate, but
she only has £13 to spend.
Gemma realises that she will not be able to buy everything with £13.
To help her decide which items she can buy, Gemma rounds the individual prices
to the nearest 10p.
Activity 16
Rounded to
Item Actual price (£)
● In this table, write down three the nearest 10p
different items that Gemma
might buy with her £13.
● Write down the actual price.
● Write down the price rounded
to the nearest 10p.
Total
● Find the total for both columns.
● Use the total from the column headed ‘Actual price (£)’ to calculate how much
money Gemma will have left from her £13.
Gemma has ..................................... left.
Now choose some different items Gemma could have bought and work out her
change from £13.
? Review
Do you need more practice on rounding to the nearest 10p? Yes ■ No ■

For more work on this, go to H4 (page 14), E3 (page 15) or E4 (page 16).

! Help
Activity H1
Ruth, Tony and Sam work in the local supermarket.
Calculate their gross pay.
Number of hours
Name Pay per hour (£) Gross pay (£)
worked per week
Ruth 4.25 40
Tony 3.75 40
Sam 5.00 40
Activity H2
Complete these payslips.
E m p l o y e e n a m e Ali Green W e e k 14
Pension 5.25
Total deductions
Gross pay Net pay
E m p l o y e e n a m e Geeta Singh W e e k 14
Pension 4.50
Total deductions
Gross pay Net pay

!
Activity H3
Luke’s take-home pay is £124 a week.
Luke has these expenses every week.

Contribution towards his keep £50.50
Easy rider bus pass £6.25
Mobile phone card £5.00
Lunch at work £2.10 for 5 days = £10.50
1 Complete the table below to work out Luke’s

weekly expenses.
Cost rounded to
Actual price (£)
nearest pound (£)
Contribution to keep
Bus pass
Mobile phone card
Lunches
Total
Use the actual values to answer these questions.
2 How much of Luke’s wages is left after he has taken off his expenses?
3 Luke would like to learn to drive. He decides to cycle to work and make his own
sandwiches. How much could he save?
Activity H4
Here is a list of items Gemma and her friend bought on Saturday. Round the amounts
to the nearest 10p and work out the actual total and rounded total.
Item Cost (£) To nearest 10p (£)
Nail varnish 0.89
Pencil case 1.65
Hair brush 1.25
T-shirt 4.99
Totals

▼ Extension
Activity E1
Mark, Luke’s friend, works in the petrol station. He earns £5.64 an hour and
works 39–21 (39.5) hours a week.
What is Mark’s gross pay?
Activity E2
Complete the table.
Gross pay 196.75 215.26
Deductions 39.86 32.61 65.15
Net pay 129.84 168.37 187.85
Activity E3
Michelle works 5 days a week at the golf driving range. She works from 9:00 am to
6:00 pm each day.
The total time taken out for her lunch and two breaks is one hour. She earns
£3.55 per hour.
1 How many hours a day does Michelle actually work? ........................................................................
2 How many hours does she work in a week? ........................................................................
3 In one week Michelle’s gross pay is ........................................................................
The following deductions are taken from her pay. Income tax £17.04
National insurance £8.52
Pension £4.25
4 Work out Michelle’s total deductions.
..................................................................................................................................................
5 After deductions Michelle’s net pay is ........................................................................ .
6 Michelle also has to pay her bus fare to and from work.
A single fare costs Michelle 90p.
a Michelle spends £ a day on bus fares.
b Her bus fares for 5 days cost £ .
7 When she has paid her bus fares, how much of her net pay is left? £

▼
Activity E4
Jack wants to buy the items shown in the table. He must make sure he has enough
money, so he estimates the total cost. To do this he rounds the prices to the nearest £1.
To the nearest
Item Actual price (£)
pound (£)
Football book 8.75
CD 5.99
Sports socks 0.75
Total
How much does Jack estimate the total cost of these items will be?
▼
Mini-projects
▼
▼
Activity M1
Think about your weekly expenses. As well as putting aside money for bills, there
may be other expenses, such as travel and sporting or leisure activities.
Work out how much you spend and how much is left over each week.
Activity M2
Think of something you’d really like to buy and find out how much it costs.
Work out how much you think you could save each week and how long it would
take you to save up for it.
Activity M3
Explore the Internet to find on-line shopping sites. Or you could look in a
catalogue or go to a shop.
You’ll get a list of shopping sites. Choose which items you’d like to buy.
Round prices to the nearest pound or 10p and estimate the total cost.

✓ Check it
Activity C1
Complete the payslip below.
E m p l o y e e n a m e Winston Ramsey W e e k 14
National insurance (NI) 12.30
Pension 4.98
Total deductions
Gross pay Net pay
Activity C2
I bought the following items at the DIY shop.
Smoke alarm Shears
£4.25
£6.49
Tool kit Car wash kit Rake
£7.99
£39.99 £9.05
1 Round the price of each item to the nearest pound. Put the answer next to the item.
2 Exactly how much did I spend altogether? ........................................................................
3 If I hadn’t bought the rake, how much would the exact total of the bill have
been? ........................................................................

Activity C3
My neighbour has three children under 18.
She gets £10.55 in child benefit each week for each of the youngest two, and
£15.75 for her oldest child.
How much child benefit altogether does she get each week?
..................................................................................................................................................
Activity C4
Round these items to the nearest 10p.
Item Cost To nearest 10p
Cola 37p
Bus fare 74p
Comb £1.26
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ........................................................................

A Answers
Activity 1 To the
2 Geeta Singh Amount (£)
£5.25 nearest £
Activity 2 Income tax 19.96 20
National insurance 9.98 10

Name Gross pay (£)
Pension 4.50 5
Winston Ramsey 198.00 35
Total deductions 34.44 34
Ali Green 189.00
Geeta Singh 148.75 To the

3 John Gates Amount (£)
nearest £
John Gates 126.00
Income tax 13.70 14
Activity 3 National insurance 8.22 8
Winston Ramsey £198.00 Geeta Singh £148.75 Pension 3.50 4

Ali Green £189.00 John Gates £126.00 Total deductions 25.42 26
25
Activity 4
Net pay = £168.55 To the
4 Winston Ramsey Amount (£)
nearest £
Activity 5
Income tax 22.30 22
Ali Green £146.74 Geeta Singh £114.31
John Gates £100.58 Winston Ramsey £159.80 National insurance 11.15 11
Pension 4.75 5
Activity 6
Total deductions £49.95
Net pay £168.55
5 The rounded ‘total deductions’ figure is not always
Activity 7 the same as the sum of the rounded individual
To the
Amount (£) amounts.
nearest £
Income tax 30.59 31

Activity 9
£63 ÷ 4 = £15.75
Activity 10
Pension 6.25 6
My weekly net pay £168.55
Luke’s weekly contribution towards his keep £50.50
Weekly child benefit allowance for Gemma £15.75
Activity 8
My weekly income is £234.80
To the
1 Ali Green Amount (£)
nearest £
Income tax 24.66 25
Pension 5.25 5

A
Items Actual Rounded to
Weekly Rounded weekly
Bill cost (£) nearest 10p
amount (£) amount (£)
Baked beans (4 tins) 0.88 £0.90 or 90p
Rent 73.84 74
Saver chicken fillets (4) 2.99 £3.00
Council tax 9.80 10 Potatoes (5 kg) 1.28 £1.30
Water rates 7.43 7 Milk (4 pints) 1.35 £1.40
Electricity 4.15 4 Bread 0.41 £0.40 or 40p
Tea bags 1.23 £1.20
Gas 6.08 6
Coffee 1.62 £1.60
Telephone 6.84 7
Frosty lemonade 0.47 £0.50 or 50p
Total 108.14 108 Economy 3-pack biscuits 0.58 £0.60 or 60p
Tin carrots 0.15 £0.20 or 20p
6.8 written in pounds and pence is £6.80.
Tin peas (large) 0.54 £0.50 or 50p
Howard’s exact weekly outgoings for bills is £108.14.
Yoghurt (4) 0.89 £0.90 or 90p
Howard’s rounded weekly outgoing is £108.
Yes, it is sensible to round the amounts. Crisps 1.07 £1.10
Jam 0.42 £0.40 or 40p
Activity 12
Total 13.88 14.00
Weekly income £234.80
Weekly outgoings for bills £108.14 This food bill totals £13.88.
Income – outgoings £126.66
Each week I have £126.66 to buy food, other Activity 15
essentials and to save. Money for food etc. £126.66
Food bill –£13.88
Activity 13 Money left £112.78
2 20p
3 Between 40p and 50p Activity 16
4 Between £2.30 and £2.40; to the nearest 10p, Answers will vary depending on which articles are
£2.40 chosen and their total price.
Your teacher will check your lines.
Activity H1
5 Gross pay
Amount To the nearest 10p
Ruth £170
87p 90p Tony £150
£0.32 £0.30 or 30p Sam £200
£0.45 £0.50 or 50p Activity H2

24p 20p Ali Green
Gross pay £205.49
7p 10p Total deductions £42.26
Net pay £163.23
£1.68 £1.70
Geeta Singh
£2.31 £2.30
Gross pay £166.35
Total deductions £34.44
Net pay £131.91

A
1
Actual To the nearest
Item
Cost rounded price (£) pound (£)
Actual
to nearest
price (£) Football book 8.75 9
pound (£)
CD 5.99 6
Contribution to keep 50.50 51
Sports socks 0.75 1
Bus pass 6.25 6
Mobile phone card 5.00 5 Total 15.49 16
Lunches 10.50 11 The estimate is £16.00.
Total 72.25 73 Mini-projects

2 Luke has £124.00 – £72.25 = £51.75 left.
3 He could save £6.25 (bus pass) + £10.50 Check it
(lunches) = £16.75 each week.
Activity C1
Activity H4 Gross pay = £208.52
Total deductions = £47.43
To nearest
Item Cost (£) Net pay = £161.09
10p (£)
Nail varnish 0.89 0.90

Activity C2
1 Tool kit £40.00
Pencil case 1.65 1.70 Smoke alarm £6.00
Hair brush 1.25 1.30 Rake £8.00
Shears £4.00
T-shirt 4.99 5.00 Car wash kit £9.00
2 £67.77
Totals 8.78 8.90
3 £59.78
£10.55 + £10.55 + £15.75 = £36.85
Activity E1
39.5 × £5.64 = £222.78 Activity C4
Activity E2 Item Cost To nearest 10p
196.75 162.45 215.26 253.00 Cola 37p 40p
39.86 32.61 46.89 65.15 Bus fare 74p 70p
156.89 129.84 168.37 187.85 Comb £1.26 130p or £1.30
Activity E3
1 8 hours 5 £112.19
2 8 × 5 = 40 hours 6 a £1.80
3 £3.55 × 40 = £142 b £9.00
4 £29.81 7 £112.19 – £9.00 = £103.19

3 At the leisure centre
My name is Karen. I manage

a leisure centre with my
partner, Thorsten. We enjoy
our jobs and the people we
meet. We have two children
called Andreas and Frieda.
We use a lot of maths in our
work. We have to make
appointments and work out
costs. We have to use a
calculator correctly.
Our two children, aged four
and two, attend the centre’s
crèche. They like coming to
work with us and have a great
time there, meeting other
children and playing games.
Talk about it
Have you ever visited a leisure centre?
Have you seen any programmes on the TV about leisure centres?
What type of work would a manager at a leisure centre do?
What type of work would a receptionist at a leisure centre do?
What maths skills would a manager of a leisure centre need for his or her job?
What maths skills would a receptionist at a leisure centre need for his or her job?
What other maths skills would be needed in a leisure centre?

■ Using analogue and digital clocks to tell the time MSS1/E3.3
■ Using a calendar to tell the date MSS1/E3.3
■ Reading, writing and understanding common fractions N2/E3.1
■ Recognising and using equivalent fractions N2/E3.2

Reading time.
Booking the squash courts
We are planning the bookings for the squash courts.

Here is a diary of bookings for two of the squash courts.
The times shown are the start times for the session.
Morning Afternoon
Court 1 Court 2 Court 1 Court 2
8:00 Nicola Irvin Peter Ashe 12:00 Mick Clements
9:00 David Tenor 1:00 Mary Gonzales Kelly Andrew
10:00 2:00 Salima Shah
11:00 Jane LaCroix Freddie Dias 3:00
4:00 Zulfar Keskina
5:00 Kirsten Buttner
Find the name Peter Ashe in the table. Tip

● am is used for any time
His court is booked at 8:00 in the morning.
before midday (noon).
This is written 8:00 am and we say ‘eight a-m.’ ● pm is used for any time
after midday (noon).
Now find the name Kelly Andrew.
She is booked at 1:00 in the afternoon.
This is written 1:00 pm and we say ‘one p-m.’
Activity 1
1 Write down the written and spoken times booked for the following players.
The first one has been completed for you.
a Jane LaCroix Written time is 11:00 am Spoken time is ‘eleven a-m’
b Mick Clements Written time is Spoken time is
c Salima Shah Written time is Spoken time is
d David Tenor Written time is Spoken time is

2 Use the table to match these clocks to one of the booked players.
11 12 1
10 2
a Player b 9 3 Player
8 4
7 6 5
11 12 1
10 2
c Player d 9 3 Player
8 4
7 6 5
11 12 1
Karen arrives at work at seven twenty in the morning. 10 2
9 3
8 4
We say ‘seven twenty am’ and write 7:20 am. The clock face shows 7 6 5
0
The minute hand tells us how many minutes after the hour. 55 5
11 12 1
50 10
10 2
Karen finishes work at three forty in the afternoon. 45 9 3 15
8 4
We say ‘three forty pm’ and write 3:40 pm. 40 7 6 5 20
11 12 1 35
10 2 30 25
3 Complete the clock face to show this time. 9 3
8 4
7 6 5
Activity 2
Complete the following table using the information given.
The first row has been done for you.
Written time Spoken time Digital clock Analogue clock

11 12 1
10 2
8:50 am ‘eight fifty a-m’ 9 3
8 4
7 6 5
11 12 1
10 2
‘three ten p-m’ 9 3
8 4
7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
11 12 1
10 2
‘six forty p-m’ 9 3
8 4
7 6 5
11 12 1
10 2
11:55 pm 9 3
8 4
7 6 5
? Review
Do you need more practice in using time? Yes ■ No ■


Recording time.
Starting and finishing times

5
12
11 1 10
10 2
1
9 3 15 4 The minute hand tells us how many minutes there are past the hour.
8 4
20
7 5
6
25
A member of staff notes the arrival and departure times of some of the customers as follows.
Find the name David Tenor in the table.

Start Finish
He starts at 9:10 in the morning.
Nicola Irvin 8:05 8:45
This is written 9:10 am. We can say ‘nine ten a-m’,
David Tenor 9:10 9:55 but it is more usual to say ‘ten past nine’.
Jane LaCroix 11:20 11:50 Find the name Salima Shah.
She starts at 2:05 in the afternoon.
Mary Gonzales 1:10 1:55
This is written 2:05 pm.
Salima Shah 2:05 2:45
We usually say ‘five past two’.
Zulfar Keskina 4:15 4:55
Remember
● When it is 15 minutes past the hour, we usually say it is ‘a quarter past’.
● When it is 15 minutes to the hour, we usually say it is ‘a quarter to’.
Activity 3
Write down the written and spoken starting times for the following players.
1 Nicola Irvin Written time is Spoken time is
2 Jane LaCroix Written time is Spoken time is
3 Salima Shah Written time is Spoken time is
4 Zulfar Keskina Written time is Spoken time is
5
12
10 11 1
10 2
1 The minute hand can also tell us how many
4
15 9 3
8 4
minutes there are before the hour.
20
7 5
6
25
David Tenor finishes at 9:55 in the morning.
This is written 9:55 am and we say ‘five to ten’.

Activity 4
Salima Shah finishes at 2:45 pm. We say ........................................................................
1 Write down the written and spoken finishing times for the following players.
a Salima Shah Written time is Spoken time is
b Zulfar Keskina Written time is Spoken time is
c Nicola Irvin Written time is Spoken time is
d Jane LaCroix Written time is Spoken time is
2 The following week, two of the players came again but at different times.
Write down the written and spoken times for each player.
Start Finish
Mary Gonzales 8:15 9:40
Salima Shah 3:40 4:25
a Mary Gonzales
Start time Written Spoken
Finish time Written Spoken
b Salima Shah
Start time Written Spoken
Finish time Written Spoken
? Review
Do you need more practice in using time? Yes ■ No ■


Using a calendar.
Booking the main hall

Thorsten is planning the bookings for the
main hall.
Here is a diary of bookings for the week. The

times are divided into morning, afternoon and
evening sessions.
June / Sun 29 Mon 30 Tue 1 Wed 2 Thu 3 Fri 4 Sat 5

July 2003 June June July July July July July
Senior Junior
Morning Yoga Yoga
football football
Tea Step
Afternoon Aerobics Ballet
dance aerobics
Tap Karate Karate Drama

Evening Judo
dancing club club club
Remember
● Dates can be written in a number of ways.
● Sunday 29 June 2003 can be written
Date Month Year
29 / 6 / 03
Use the table to find the entry for the junior football club.
The table shows you that the club meets on Saturday 5 July 2003
This can be written as 5 / 7 / 03
Activity 5
1 Write down the following dates using the day/month/year notation.
a Monday 30 June 2003 ........................................................................
b Tuesday 1 July 2003 ........................................................................
c Wednesday 2 July 2003 ........................................................................
2 Add the following entries to the booking form.
a Line dancing on the evening of 29/6/03
b Relaxation class on the morning of 3/7/03

Here is a calendar for the month of July 2003.
July 2003
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
You can use the calendar to provide lots of useful information.

● The first day of July is a Tuesday. ● The last Saturday in July is 26 July.
● The second day of July is a Wednesday. ● There are four Mondays in July.
● The first Saturday in July is 5 July.
Activity 6
1 Use the calendar to find out how many days there are in July.
2 Use the calendar to find out how many Tuesdays there are in July in 2003.
Activity 7
Use the calendar to answer the following questions
1 What day is 13 July 2003? ........................................................................
2 What day is 17/7/03? ........................................................................
3 What is the date of the first Friday in the month? ........................................................................
4 What is the date of the last Friday in the month? ........................................................................
5 The gym club meets every second Wednesday

of the month. What is the date of their July meeting? ........................................................................
6 The tea dances take place every Sunday afternoon.

What is the date of the third tea dance in July? ........................................................................
? Review
Do you need more practice in using time and calendars? Yes ■ No ■

For more work on this go to H2 (pages 12–13) or E1 (page 14).

Understanding common fractions.
In the crèche
Andreas and Frieda are
playing in the crèche.
They are practising filling in shapes carefully, without going over the lines.
Each of these shapes is divided into three equal parts. One out of three, or
one-third, is coloured. This is written as 1 .
3
Activity 8
Tick the shapes where 1 of the shape is coloured.
3
1 2
3 4
Each of these shapes is divided into five equal parts. One out of five, or one-fifth, is
coloured. This is written as 1 .
5
Activity 9
Tick the shapes where 1 of the shape is coloured.

5 Tip
The number on the bottom
1 2 of the fraction tells us how
many equal parts the picture
is divided into.
3 4

This shape is divided into five equal parts. One part is shaded. The fraction is 1 .
5
Activity 10
For each of the following, write down the fraction that is coloured.
1 2 3
Fraction Fraction Fraction

coloured coloured coloured
This shape is divided into five equal parts.

Two of the parts are coloured. The fraction is 2 .
5
Tip
2 the number of parts coloured
The number on the top of
the fraction tells you how
5 the total number of equal parts
many parts are coloured.
Activity 11
For each of the following write down the fraction that is coloured.
1 2
Fraction coloured Fraction coloured
3 4
? Review
Do you need more practice with fractions? Yes ■ No ■


Understanding equivalent fractions.
Fair shares
Activity 12
1 On these a 1 b 2
2 2
shapes shade
2 On these a 1 b 2 c 3 d 4
4 4 4 4
shapes shade
3 On these a 1 b 2 c 3 d 4
8 8 8 8
shapes shade
e 5 f 6 g 7 h 8
8 8 8 8
4 What do you notice about the shapes shaded as 2 , 4 and 8 ?

2 4 8
..........................................................................................................................................
5 What do you notice about the shapes shaded as 1 , 2 and 4 ?

2 4 8
..........................................................................................................................................
Activity 13
Andreas and Frieda share a bar of chocolate.
Andreas says they should each have 1 .
2
4
One of the carers says they should each have 8 .
Who is right?
Of course, they are both right because 1 and 4 are the same amount.
2 8
The fractions 1 and 4 are the same. They are called equivalent fractions.
2 8
Here are some other fractions that are equivalent to 1 and 4 .

2 8
You can see from the diagrams that the same amount is shaded each time.
All these fractions are equivalent.

1
Use these diagrams to find some fractions that are equivalent to 1 .

3

4

3
4 Circle two fractions that are equivalent. Draw diagrams to help.
3 2 4 5 4
a
4 3 8 7 6
2 9 2 5 1
b
10 11 9 6 5
3 2 6 3 7
c
4 5 15 7 20
Activity 14
Here is one way to shade exactly one half of the shape.
Here is another way to shade exactly one half.
How many other ways can you find to shade exactly one half of the shape?
Some blank shapes are provided to help you.
? Review
Do you need more practice in equivalent fractions? Yes ■ No ■


! Help
Activity H1
Here is a diary of bookings for two of the badminton courts.
Morning Afternoon
Court 1 Court 2 Court 1 Court 2
8:00 David Horan 12:00 Jimmy Perfet Jane Chan
9:00 Maria Rose 1:00
10:00 Richard Young Pravin Lal 2:00 Arturo Odez
11:00 Jenny Penn 3:00 Nathan Merkis Danny Merkis
4:00 David Murphy
1 Write down the written and spoken booked times for the following players.
a David Horan b Jenny Penn
Written time is ............................................................ Written time is ............................................................
Spoken time is ............................................................ Spoken time is ............................................................
c Arturo Odez d David Murphy
Written time is ............................................................ Written time is ............................................................
Spoken time is ............................................................ Spoken time is ............................................................
2 Use the table to match these clocks to one of the booked players.
11 12 1
10 2
9 3
a Player ............................................................ b 8 4
Player ............................................................
7 6 5
11 12 1
10 2
c Player ............................................................ d 9 3 Player ............................................................
8 4
7 6 5
Activity H2
September 2003
Here is a calendar for the Sun Mon Tue Wed Thu Fri Sat
month of September 2003.
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30

!
1 Write down the following dates using a different format.
a Monday 29 September 2003 ........................................................................
b Saturday 13 September 2003 ........................................................................
c 2/9/03 ........................................................................
d 30/9/03 ........................................................................
2 Use the calendar to answer the following questions.
a How many days are there in September? ........................................................................
b What day is 1 September 2003? ........................................................................
c What day is 25 September 2003? ........................................................................
d What day is 17/9/03? ........................................................................
e What day is 30/09/03? ........................................................................
f What is the date of the first Friday in the month? ........................................................................
g What is the date of the second Tuesday in the month? ........................................................................
h How many Mondays are there in September 2003? ........................................................................
Activity H3
Shade the following fractions on the shapes.
1 Shade 1 . 2 Shade 3 . 3 Shade 1 . 4 Shade 2 .

4 4 5 5
Activity H4
For each of the following, write down the fraction that is coloured.
1 2
3 4

▼
Extension
Activity E1
September 2003
Here is a calendar for the Sun Mon Tue Wed Thu Fri Sat
month of September 2003.
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
Use the calendar to answer the following questions
1 How many Tuesdays are there in September 2003? ........................................................................
2 What day is 31 August 2003? ........................................................................
3 What day is 9/9/03? ........................................................................
4 What is the date of the last Wednesday in the month? ........................................................................
5 What day is 1 October 2003? ........................................................................
6 What is the date of the first Monday in October 2003? ........................................................................
Activity E2
1 Place the following fractions in order from smallest to largest.
You may wish to draw diagrams to help you.
4 1 6 3 2
a ...........................................................................................................................................
7 7 7 7 7
7 2 5 4 3
b ...........................................................................................................................................
8 8 8 8 8
2 What is another fraction for
a 2 ? b 4 ?
8 8
2 1 4 2 8
3 Write these fractions in order from smallest to largest.
3 3 9 9 9
(You will need to change 2 and 1 to ninths first.)
3 3
..................................................................................................................................................................................................................

▼
Mini-projects
▼
▼
▼
Activity M1
Time across the world is based on Greenwich Mean Time (GMT).
Use an atlas, the library or the Internet to find out about GMT.
Activity M2
When it is midday here, find out what time it is in the following places.
Athens in Greece Cape Town in South Africa
Delhi in India Hong Kong in China
Madrid in Spain New York in the USA
Paris in France Sydney in Australia
Tokyo in Japan
Activity M3
What day of the week is your birthday this year?
What day of the week is your birthday next year?
What day of the week was your birthday last year?
Can you see any patterns in your birthday days?
Activity M4
2 February 2002 was a very special date.
Why?
Because 2 February 2002 can be written 2/2/02 or as 02/02/02.
What other dates this century have a similar pattern?
Can you find all of them?
What other patterns can you find in dates?

✓ Check it
Activity C1
Complete the following table using the information given. The first row has been
done for you.
Written time Spoken time Digital clock Analogue clock

11 12 1
10 2
7:40 am ‘seven forty a-m’ 9 3
8 4
7 6 5
11 12 1
10 2
11:25 am 9 3
8 4
7 6 5
11 12 1
10 2
‘five twenty p-m’ 9 3
8 4
7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
11 12 1
10 2
‘eight forty p-m’ 9 3
8 4
7 6 5
Activity C2
Write down the following dates using the long (word) form.
1 The Manchester Commonwealth Games started on 25/7/02.
............................................................................................................................................................................
2 The Second World War ended on 2/9/45.
............................................................................................................................................................................
3 The first person landed on the moon on 20/07/69.
............................................................................................................................................................................
4 Europe’s single currency was first introduced on 1/1/99.
............................................................................................................................................................................
5 Orville Wright became the first person to fly on 17/12/03.
............................................................................................................................................................................

✓ Sun Mon Tue
November 2003
Wed Thu Fri Sat
1
Activity C3
Here is a calendar for the 2 3 4 5 6 7 8
month of November 2003. 9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
Use the calendar to answer the following questions.
1 What day is 12 November 2003? ........................................................................
2 What day is 25/11/03? ........................................................................
3 What is the date of the last Saturday in the month? ........................................................................
Activity C4
For each of the following write down the fraction that is coloured.
1 2 3
Fraction coloured Fraction coloured Fraction coloured
How am I doing?
I am confident with
.....................................................................................................................................................................................
.....................................................................................................................................................................................
Date ........................................................................

A Answers
1 a 11:00 am ‘eleven a-m’. 1 a 30/6/03
b 12:00 ‘twelve noon’. b 1/7/03
c 2:00 pm ‘two p-m’. c 2/7/03
d 9:00 am ‘nine a-m’. 2
2 a Kirsten Buttner June / Sun 29 Mon 30 Tue 1 Wed 2 Thu 3 Fri 4 Sat 5
b Freddie Dias or Jane LaCroix July 2003 June June July July July July July
c Nicola Irvin or Peter Asher Senior Junior

Morning Yoga Yoga Relaxation
d Zulfar Keskina football football
11 12 1 Tea Step
10 2 Afternoon Aerobics Ballet
9 3 dance aerobics
8 4
7 6 5
Line Tap Karate Karate Drama
Evening Judo
dancing dancing club club club
Activity 2
Written time Spoken time Digital clock Analogue clock Activity 6
10
11 12 1
2
1 31 days in July
8:50 am ‘eight fifty a-m’ 9
8 4
3
2 5 Tuesdays in July
7 6 5
10
11 12 1
2
Activity 7
3:10 pm ‘three ten p-m’ 9 3
8
7 6 5
4 1 Sunday
11 12 1 2 Thursday
‘eleven thirty- 10 2
11:35 am
five a-m’
9
8 4
3 3 4/7/03 or 4 July 2003
7 6 5
4 25/7/03 or 25 July 2003
10
11 12 1
2 5 9/7/03 or 9 July 2003
6:40 pm ‘six forty p-m’ 9 3
8
7 6 5
4 6 20/7/03 or 20 July 2003
11:55 am
‘eleven fifty- 10
9
11 12 1
2
3
Activity 8
five p-m’ 8
7 6 5
4
Shapes 1 and 4
Activity 9
Activity 3 Shapes 1 and 2
1 8:05 am ‘Five past eight’
2 11:20 am ‘Twenty past eleven’ Activity 10
3 2:05 pm ‘Five past two’ 1 1 1
1 4
2 8
3 10
4 4:15 pm ‘Quarter past four’
We say Salima Shah finishes at ‘quarter to three’. Activity 11
2 4 7 5
Activity 4 1 3
2 5
3 10
4 8
1 a 2:45 pm ‘Quarter to three’
b 4:55 pm ‘Five to five’ Activity 12
c 8:45 am ‘Quarter to nine’ Check your answers to Questions 1–3 with your
d 11:50 am ‘Ten to eleven’ teacher.
2 a Start time 8:15 am ‘quarter past eight’ 4 They are all completely shaded.
Finish time 9:40 am ‘twenty to ten’ 5 They have half the shape shaded.
b Start time 3:40 pm ‘twenty to four’
Finish time 4:25 pm ‘twenty-five past four’
We don’t use/say ‘am’ or ‘pm’ if we use ‘to’ or
‘past’.

A
1 2
1 = = 4 Activity E1
3 6 12
1 2
2 = = 3 1 5 4 24/9/03 or 24 September 2003
4 8 12
2 Sunday 5 Wednesday
2 8
3 = = 4 3 Tuesday 6 6/10/03 or 6 October 2003
3 12 6
2
4 a and 4
3 6 Activity E2
2
b and 1 1 2 3 4 6 2 3 4 5 7
10 5 1 a , , , , b , , , ,
7 7 7 7 7 8 8 8 8 8
2 6
c and 1 1
5 15 2 a b
4 2
Activity 14 3 2
, 1
( 3 ), 4
, 2
( 6 ), 8
9 3 9 9 3 9 9
Mini-projects
Help
Activity H1
1 a 8:00 am ‘eight a-m’ Check it
b 11:00 am ‘eleven a-m’ Activity C1
c 2:00 pm ‘two p-m’
d 4:00 pm ‘four p-m’ Written time Spoken time Digital clock Analogue clock
2 a Nathan Merkis or Danny Merkis 10

11 12 1
2
9 3
b Richard Young or Pravin Lal 7:40 am ‘seven forty a-m’ 8 4
7 6 5
c Maria Rose
11 12 1
d Jimmy Perfet or Jane Chan 11:25 am
‘eleven twenty- 10
9
2
3
five a-m’ 8 4
7 6 5
Activity H2 11 12 1
10 2
1 a 29/9/03 5:20 pm ‘five twenty p-m’ 9 3
8 4
7 6 5
b 13/9/03
11 12 1
c (Tuesday) 2 September 2003 10 2
11:50 am ‘eleven fifty a-m’ 9 3
d (Tuesday) 30 September 2003 8

7 6 5
4
2 a 30 e Tuesday 10
11 12 1
2
b Monday f 5/9/03 or 5 September 2003 8:40 pm ‘eight forty p-m’ 9 3

8 4
7 6 5
c Thursday g 9/9/03 or 9 September 2003
d Wednesday h 5
Activity C2
1 25 July 2002
Activity H3
2 2 September 1945
1 2 3 20 July 1969
4 1 January 1999
5 17 December 1903. Be careful, the answer isn’t 2003!
3 4
Activity C3
1 Wednesday
2 Tuesday
3 29/11/03 or 29 November 2003
Activity H4 Activity C4
1 2 1 3 2 5 3
1 2 3 4 1 2 3
5 5 8 8 5 6 9

4 Nursing in the community
al community
I work with Pam, our loc
und the
nurse. She and I travel aro
rk with babies,
community, where we wo
They may need
young and older people.
or extra help to
advice on healthy living
live at home.
m and I need
To do the job properly, Pa
ight, height and
to be able to measure we
truments.
length with the correct ins
all amounts
We need to measure sm
ratures
of medicines and tempe
accurately.
we also need
And, like everyone else,
itten in
to understand money wr
pounds and pence.
Talk about it
Do you know anyone who has been visited at home by a nurse?
Why would a nurse visit someone in his or her home or why might someone visit a nurse?
Why do nurses run baby clinics? Do you know anyone who has been to one?
Why is it important to check a baby’s growth?
How do you measure someone’s height or weight? What units do you use?
Why is it important to know the temperature of a person or a room?
How do you measure temperature? How do you measure a person’s temperature?
Do you think a nurse needs to use maths? What would she or he need to know?

■ Working with length MSS1/E3.5
■ Working with weight MSS1/E3.6
■ Reading, estimating, measuring and comparing capacity MSS1/E3.7
■ Choosing and using measuring instruments and units MSS1/E3.8
■ Working with temperature MSS1/E3.9
■ Working with measurements up to two decimal places N2/E3.3

Reading, estimating, measuring and comparing length.
How big? circumference
I often work with Pam in the baby clinic. Every three months
she checks the length of the baby and the size of the head.
She does this to make sure the baby is growing and putting
on weight as it should be. To measure the length of a baby,
we measure from the top of its head to its toe.
length
The size of the baby’s head is measured around
the circumference.
Activity 1
Pam knows that a baby boy of three months old should have the following
dimensions:
● a length between 55 and 67 centimetres (cm)
● a head circumference between 38 and 45 cm.
With another person, show each other roughly how long you think these lengths
are and compare your lengths with an accurate measure such as a ruler.
1 Was your length estimate longer or shorter than the accurate measure?
........................................................................
Joyti has measured the length of her three-month-old baby as 60 cm.

Pam says Joyti’s baby is in the range expected.
Michelle’s three-month-old baby boy is 56 cm in length.
2 Estimate how long that is and check it on a ruler.
3 Is the length in the range expected? .................................................................
Michelle’s baby’s head is 39 cm in circumference.
4 Estimate this length. Check it on a ruler or tape.
5 Is the head circumference in the range expected? .................................................................
Activity 2
Look at the ruler on the next page and find the millimetre marks and the
centimetre labels.
1 The millimetres have been marked in the first centimetre.

Draw the millimetres on the rest of the line.

2 Complete these statements:
a ..................................... millimetres (mm) = 1 centimetre (cm). 0 cm 1 2 3
b ..................................... millimetres (mm) = 2 cm.
3 With another person, use a tape measure to measure the circumference of your
head. Measure in cm and mm. Then measure the other person’s head. Now let
the other person take the measurements.
Record your results in the table and write the units clearly.
Circumference of your head Circumference of the other person’s head
Your results cm mm cm mm
Pam also goes to the local school to measure the height of the five-year-old children. Remember
She measures the children’s height in centimetres (cm) or metres (m). 100 cm = 1 m
Pam expects five-year-old children to be between 92 cm and 1.15 m tall.
Joe says he is 1 m 15 cm tall. This is written as a decimal: 1.15 m.
Rachel is 1 m 10 cm tall. This is written as 1.10 m or 1.1 m.
Both Joe and Rachel are in the range expected.
Activity 3
1 Jason measures 1 m 11 cm. As a decimal he is ..................................... m tall
2 Duane measures 1 m 20 cm. As a decimal he is ..................................... m tall.
Shazia is 1 m 7 cm tall. This is written as 1.07 m.
3 Suresh measures 1 m 5 cm. As a decimal he is ..................................... m tall.
4 a Is anyone outside the range expected? .....................................
b Name of the child ........................................................................
5 Measure your height and the height of another person. Measure in centimetres
and metres. Record your results in the table.
Your height The other person’s height
Your results cm m cm m
? Review
Do you need more practice in measuring length? Yes ■ No ■

This work links to mini-project M1 on page 16.
MSS1/E3.5; N2/E3.3 E3 NUMERACY Unit 4 Page 3

Reading, estimating and measuring weight.
Healthy weight
Pam also knows that keeping healthy means keeping body weight under control.
The more underweight or overweight someone is, the more their health is at risk.
With your group discuss why weight is important if you want to be healthy.
Weight and height are linked. Taller people usually weigh more.
Rules and tools

● The metric system includes metres and kilograms.
● Feet, inches, stones, pounds and ounces are imperial units.
Using the healthy weight chart, Pam advises people if they are underweight, a
healthy weight or overweight.
Height in metres Underweight if Healthy Overweight if

(and feet) less than (kg) weight (kg) more than (kg)
1.52 m (5 feet) 46.2 46.2–57.8 57.8
1.68 m (5 feet 6 inches) 56.4 56.4–70.6 70.6
1.83 m (6 feet ) 67.0 67.0–83.8 83.8
Rachel is 1.52 metres tall and her weight is 47 kg. Melvin is 1.83 m and
weighs 80 kg. So, Melvin is taller and heavier than Rachel. They are both
within the recommended range.
Activity 4
Pam visits the Community Centre to advise people on how to keep healthy. She
measures their height and weight. Read the information below and say whether
each person is underweight, overweight or a healthy weight. What do you think
Pam should advise?
1 Michael is 1.68 m tall and weighs 88 kg.
..................................................................................................................................................
2 Denzel is 1.83 m tall and weighs 71 kg.
..................................................................................................................................................
3 Giten is 1.68 m tall and weighs 55 kg.
..................................................................................................................................................

Activity 5
When weighing a person, Pam uses scales that Remember
measure in kilograms. However, when she 1000 grams (g) = 1 kilogram (kg)
measures a portion of food, she uses grams.
What units would Pam use to measure the weight of
1 a baby? .....................................................
Estimate the weight of a newborn baby. .....................................................
2 a teaspoon of baby food? .....................................................
Estimate the weight of a teaspoon of baby food. .....................................................
Activity 6
Pam has found a recipe that she thinks is healthy and tastes good.
She uses scales to weigh the vegetables needed for the recipe.
Often, the scales are divided into 100 g units, but not all the lines
are labelled.
Arrow A on the scales here shows the weight of the mushrooms

at 250 g.
1 Which arrows give the weights of the following vegetables in

the recipe?
300 g potatoes .....................................
650 g butter beans .....................................
400 g chopped tomatoes .....................................
850 g pumpkin ..................................... C

D
The recipe is enough for four people. To make enough B 500
for eight people, you need to double the amount of A
each ingredient in the recipe. E
0 1
For example, you would need 650 g × 2 = 1300 g of
butter beans.
2 What weight of potatoes would you need? ..................................... g
3 What weight of mushrooms would you need? ..................................... g
? Review
Do you need more practice in measuring weights? Yes ■ No ■

For more work on this go to H2 (page 13) or E2 (page 15).

Reading, estimating and measuring capacity.
Liquid measures
Pam tells everyone how important it is to measure medicines

accurately. When she is talking to mothers and fathers about Remember
how to give medicines, she shows them how to measure small 1000 millilitres (ml) = 1 litre
amounts of liquid using millilitres (ml).
Activity 7
Pam visits Marcus, whose six-year-old son, Tom, has a high temperature.
Pam suggests that Marcus gives Tom 5 ml of junior paracetamol, four times a day.
If his temperature does not come down, Marcus should ring NHS Direct on
0845 46 47 for more advice or take Tom to the doctor.
1 What is the total amount of junior paracetamol
Tom will have in a day? .....................................
Because it is important to be accurate, Pam B

suggested that Marcus use a medicine spoon. 2.5 ml
2 Which part of the spoon should Marcus use?
A or B? .....................................
A
3 How many times should Marcus fill the spoon
5 ml
for each dose? .....................................
Activity 8
1 Next, Pam visits Jabeen. Her baby was born early. Because of this, 6
ml
the amount of iron in the baby’s blood is low. 5
4 A
Each day, Jabeen must feed the baby 2 ml of medicine with iron in.
3
It is a small dose so it is important to be accurate.
2 B
Pam suggests she uses a ‘liquid medicine measure’.
1 C
a Should Jabeen fill the measure to label A, B or C? .....................................
b How much iron will the baby be given in a week? .....................................
2 Another baby, George, has to be given antibiotics. He must have a dose of

4 ml, twice a day.
a Should Pam fill the liquid medicine measure to label A, B or C? .....................................
b What is the total dose of antibiotics the baby must have in one day? .....................................

At the community centre Pam often gives advice on Lager Wine Strong Single
diet and alcohol intake. lager vodka
Pam’s advice is not to drink too much alcohol so as

not to put your health at risk. 175 ml
500 ml
500 ml
Men should drink no more than four units of alcohol
a day. Women should drink no more than three units
of alcohol a day.
2 units 1 unit 4 units 1 unit
Pam has a card that shows how to work out the
number of units.
Gerry drinks ordinary lager. Each can contains two units of alcohol, so Pam
recommends that Gerry drinks no more than two cans a day.
That is 2 × 500 ml = 1000 ml = 1 litre.
Activity 9
1 Michael likes strong lager.
a What is the maximum number of cans of strong lager Pam would
recommend he drinks in a day? .....................................
b How many ml of lager is this? .....................................
2 Sharon drank two glasses of wine with a meal. Each glass held 175 ml.
a How much wine did she drink? ..................................... ml
b Does Pam think Sharon is above or below her limit? .....................................
3 Marcia has drunk one large glass of wine. A large glass holds 350 ml.
Could Marcia have another large glass of wine and still be below her limit?
.....................................
4 A bottle of wine holds 750 ml.
a How many full 350 ml glasses of wine can you get from a bottle?
.....................................
b How many full 175 ml glasses of wine can you get from a bottle?
.....................................
? Review
Do you need more practice in measuring capacity? Yes ■ No ■


Choosing and using measuring instruments.
Equipment
Activity 10
Equipment cupboard:
1 m tapes Measuring jugs
30 cm rulers Letter scales
2 m measuring frames Kitchen scales
1 m rulers Baby scales
Thermometers Bathroom scales
When Pam goes to the baby clinic she takes the baby scales, a one-metre tape
and a one-metre ruler.
She will be measuring the height and weight of five-month-old children and
needs to collect the equipment.
What could she use to measure the height of the children?
..................................................................................................................................................
What could she use to measure the weight of the children?
..................................................................................................................................................
Discuss your answers with your teacher.
Activity 11
Pam uses a measuring jug like the one shown.
1 Could Pam use this jug to measure the following items? 500
Ring your answer.
400
a 5 ml of medicine yes / no ml 300
b 275 ml of milk yes / no 200

100
c 300 ml of orange juice yes / no
d 1 litre of beer yes / no
? Review
Do you need more practice in choosing measuring instruments? Yes ■ No ■

This work links to mini-projects M1, M2, M3 and M4 (page 16).

Interpreting measurements.
Temperature
Pam also advises on how to take a person’s temperature accurately.
Activity 12
When Pam takes a child’s temperature, she uses a thermometer. She sits
the child on her knee, and tucks the thermometer under the child’s armpit.
The temperature is usually measured in Celsius or °C.
Normal body temperature is 37 °C. Mark this temperature on the thermometers below.
°C °C °C
40 40 40
38 36
38
36 32
34 28
36
32 24
34 30 20
Activity 13
Pam advises parents that a baby’s room should be kept at 18 °C. Kevin’s room is
25 °C. It is too hot.
Read the room thermometer below. Are the temperatures too hot, about right, or
too cold for the baby? Ring your answer.
°C
28
Kevin's room
24
A 20
B
16
C
12
1 Room A temperature ................ too hot / about right / too cold for the baby
2 Room B temperature ................ too hot / about right / too cold for the baby
3 Room C temperature ................ too hot / about right / too cold for the baby

Activity 14
Pam advises all mothers and fathers that the average temperature of a
baby is 37 °C. If a baby under six months old has other signs of illness and a
temperature of 39 °C or higher, then the parents should contact their
doctor. At the baby clinic, Pam takes three babies’ temperatures.
1 What is Jamie’s temperature? .....................................

°C
2 What is Marvin’s temperature? .....................................
Jamie 40
3 What is Julie’s temperature? ..................................... Marvin 38
Julie 36
4 Which babies have temperatures about normal?
34
.................................................................................................................................................. 32
30
5 Which baby should Pam check further?
28
..................................................................................................................................................
Activity 15
Nicole, a three-year-old, has a fever with a temperature of 41 °C.
1 Which mark on the thermometer scale shows Nicole’s temperature?
.....................................
°C
42
C
40
38
B
A
36
2 Discuss and write down what Nicole’s mother should do.
..................................................................................................................................................
..................................................................................................................................................
? Review
Do you need more practice in reading temperatures? Yes ■ No ■


Writing money in decimal format.
Buying medicines
When visiting older people, Pam sometimes collects their medicines.

She went to the pharmacy to buy some medicine for Bill.
Remember
● £1 is the same as 100
The pharmacist asked for ‘One pound, forty-seven’, and rang up £1.47 pence, so £1.47 is the
on the till. The coins to pay for this are marked with ticks below. same as 147p.
✓ ✓
● Pam could have used
other combinations
of coins here.
✓ ✓ ✓ ✓
Activity 16
1 Pam asked me to buy
some medicine for Peter
that costs £3.85. She has
this change in her purse.
Tick the coins needed to
pay for the medicine.
2 £3.85 = ..................................... pence
3 How much is left? .....................................
4 George has a headache and wants

a packet of paracetamol that costs
£1.05. He has these coins in his
pocket. Tick the coins that would
pay for the paracetamol.
5 £1.05 = .....................................p
6 Find a different way of paying £1.05. This time, draw a ring round the coins you use.

Activity 17
Pam has asked me to add up these prices for her. She has given me a
calculator to do it.
Olive wants antiseptic cream for £1.53 and a strip of plasters for 93p.
I have to put these amounts into the calculator in pounds.
£1.53 is 1 . 5 3 +
93p is 0 . 9 3 =
The total is £2.46.
Write down these calculations in the same way.
1 Frank wants:
● a bottle of shampoo for £3.26 ....................................................
● a comb for 85p ....................................................
● a bar of soap for 72p. .................................................... The total is
2 Mazie wants:
● a nail file for 72p ....................................................
● nail scissors for £2.58 ....................................................
● throat sweets for 45p. .................................................... The total is
When there is a stock take in the clinic, we have

to write the amounts onto an official form.
The form has to be filled out in decimals.
Activity 18
1 Food Size of tins Number
Pam found three 1 2 litre tins of baby milk.
The form is filled in like this <aw1 N4.25>

Baby milk 1 2 litres 3
Fill in the rest of the form.
1
1 Baby milk size 2 litre, 5 tins
1
2 Baby milk size 2 2 litre, 4 tins
? Review
Do you need more practice using decimals? Yes ■ No ■

For more work on this, go to Activity H5 (page 14).

! Help
Activity H1
1 Estimate then measure.
The length of your hand in mm
The length of your arm in cm
The height in metres of a man

between 25 and 45 years old
2 What instruments did you use to measure these lengths?
....................................................................................................................................................................
Activity H2
1 Estimate then weigh.
Estimate Weight
Tin of beans
Tin of baby food
2 What instruments did you use to weigh tins?
....................................................................................................................................................................
Activity H3
Pam’s advice is that men should drink no more than four units of alcohol per day.
Women should drink no more than three units per day.
Pam has a card that she shows people.

Lager Wine Strong Single
lager vodka
175 ml
250ml
250ml
1 unit 1 unit 2 units 1 unit

!
1 Henry usually drinks three 250-ml bottles of ordinary lager when he goes to the
pub. How many millilitres of lager does he drink?
..................................... ml
2 Is he within Pam’s recommended limit? .....................................
3 Tariq likes strong lager.
a What is the maximum number of 250 ml bottles Pam would recommend that he
could drink in a day?
..................................... bottles
b How many millilitres of lager is this? ..................................... ml
Activity H4
Pam advises older people to keep their rooms °C
warm and comfortable in the winter at 21 °C.
Mavis 26
Pam visits four older people and reads
22
the temperature of their living rooms. John
The temperatures are shown on the Margery 18
thermometer. Read the temperatures and
Donald 14
decide whether each person should turn
the heating up, leave it alone or turn it 10
down. Ring your answers.
1 Mavis’s room .................. Turn heating up / leave it alone/ turn heating down
2 John’s room .................. Turn heating up / leave it alone/ turn heating down
3 Margery’s room .................. Turn heating up / leave it alone/ turn heating down
4 Donald’s room .................. Turn heating up / leave it alone/ turn heating down
Activity H5
1 Pam has asked me
to buy some more medicine
for Peter. It costs £2.05. Peter
has this change in his
wallet. Tick the coins to
2 Discuss your answer with

others in your group.

▼ Extension
Activity E1
Work with another person. Choose one of the following to measure.
1 Heights of people of different ages.
2 Heights of males and females.
3 Temperatures in various rooms.
Decide on the instruments and units of measurement you will use. Record your measurements
(at least ten) in a table. Comment on your answers.
Activity E2
Use the Internet to search for and check the recommended daily intake of food ingredients.
In a group discuss why you should limit the intake of sugar, fats and sodium (salt).
Sugars, fat and sodium (salt) are listed

Ingredient A lot per 100 g A little per 100 g
on food packaging. A magazine
suggests the following as a guide to a Sugars 10 g 2g
healthy intake in food.
Fats 20 g 3g
1 The label on some fish cakes says that
Salt (sodium) 0.5 g 0.1 g
each one contains 0.4 g of sodium
and 2.0 g fat per 100 g.
a Is this a little or a lot of sodium? .....................................
b Is this a little or a lot of fat? .....................................
2 A vegetable pie contains 1.7 g of sugar and 15.7 g of fat per 100 g.
a Is this a little or a lot of sugar? .....................................
b Is this a little or a lot of fat? .....................................
3 Investigate the labels of different foods you have at home.
4 Go to a supermarket and compare the prices of a frozen shepherds pie and a diet shepherds pie.
Do the same with another meal. Do you pay more for ‘healthy’ food?
Activity E3
A new-born baby should have 525 ml of food every 24 hours. Use a calculator to
work out how much the baby will need per feed if it is fed:
1 Five times a day ..................................... 2 Seven times a day .....................................

▼
Mini-projects
▼
▼
Activity M1
In a group, discuss the different bones we have in our bodies. Write down the
names of as many different bones as you can.
Use the Internet or visit a library and find out the names of the main bones in
your body.
Draw a rough diagram of a skeleton and label the bones.
Measure the length of your bones and put the information on your diagram.
Find how much longer your thigh bone is than your middle finger.
Activity M2
Investigate different sizes of wine bottles and beer cans in your local supermarket
or pub. Investigate the different strengths of the beers.
Use the Internet or visit the library or a local health clinic to get more information
on recommended alcohol intake.
Look at various bottles of wines and beers and work out how many units there are
in each bottle or can.
How many glasses of wine or cans of beer or lager could you safely drink? Don’t
forget that some lagers and beers are ‘strong’ and this affects the amount you can
drink and stay below your limit.
Activity M3
Working with another person, visit a local leisure centre or swimming pool and
find out how much it costs for a swim and to use the sauna and any other
facilities.
Are there any special offers for families or for people over 65 years of age?
Are there any other concessions?
Visit the swimming pool and find out how deep the water is at the shallow end
and at the deep end. What is the temperature of the water and the temperature in
the changing rooms?
Find out who gives advice on fitness and how they check a person’s fitness level.
Activity M4
Some people who suffer from asthma check their breathing by reading their peak
flow of breath.
Investigate flow of breath, how it varies in different age groups, how breath is
measured and the units used to measure breathing.

✓ Check it
Activity C1
Draw a ring around each correct answer. (There might be more than one correct answer.)
1 Which of the following would you 2 Which of the following would you
measure in mm? weigh in kg?
3 Which of the following would you 4 Which of the following would you use to
measure in ml? measure in degrees Celsius (°C)?
5 Which of the following is the same as 1 ? 0.25 0.5 0.75

2
Activity C2
Pam asked me to buy some medicine for Peter that costs £2.55.
She has this change in her purse.
Write down two different combinations of coins that I could use to

1 ...................................................................................................................................
2 ...................................................................................................................................

✓
Activity C3
Pam advises all mothers and fathers that the average temperature of a baby is 37 °C.
If a baby less than six months has other signs of illness and a temperature of 39 °C or
higher, the parents should contact their doctor. °C
40
At the baby clinic, Pam takes three babies’ temperatures.
1 What is Gemma’s temperature? ..................................... Gemma
2 What is Marcus’s temperature? .....................................

Marcus
3 What is Sunita’s temperature? ..................................... Sunita
4 Which babies have normal temperatures? ........................................................................ 36
5 Which baby should Pam check further? ........................................................................
How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date .....................................

A Answers
3 Yes 1 a B b 14 ml
5 Yes 2 a A b 8 ml
1 1 a 1 can b 500 ml
<aw N4.34> Repeat image N4.2 with mm 2 a 350 ml b below
3 No
marked along all of it
4 a 2 b 4
Activity 10
Discuss your answers with your teacher.
2 a 10 mm = 1 cm Activity 11
b 20 mm = 2 cm a No
3 Individual measurements should be checked by b Yes
your teacher. c Yes
d Yes (if you can pour 500 ml into another container)
Activity 3
Activity 12
1 1.11 m
37
2 1.2(0) m 37
38 36
38
3 1.05 m 37
36 32
34 28
4 a Yes b Duane 36
5 Individual measurements should be checked by

your teacher. Activity 13
1 20 °C – too hot (2 °C above)
Activity 4 2 17 °C – about right (1 °C too cold)
1 Overweight. Pam should advise on how to lose 3 13 °C – too cold (5 °C too cold)
weight.
2 Healthy weight. Keep weight the same. Activity 14
3 Underweight, but only by a little. Do not lose any 1 40 °C
weight. 2 37.5 °C
3 36.5 °C
Activity 5 4 Marvin and Julie
1 kilograms (kg) 3–4.5 kg 5 Jamie
2 grams (g) 5–10 g
Activity 15
Activity 6 1 C
1 300 g potatoes = B 2 See the doctor or call NHS Direct.
650 g butter beans = D
400 g chopped tomatoes = C Activity 16
850 g pumpkin = E 1 2 × £1 + 2 × 50p + 3 × 20p + 2 × 10p +1 × 2p + 3 × 1p
2 600 g 2 385p
3 500 g 3 10p left
4 2 × 50p + 5p There are other valid combinations
Activity 7 5 105p
1 20 ml 6 Check with your teacher.
2 A × 1 or B × 2
3 A × 1 or B × 2

A
1 3 • 2 6 2 0 • 7 2
Activity E1
0 • 8 5 2 • 5 8
Discuss your results with your teacher.
0 • 7 2 0 • 4 5
4 • 8 3 (£4.83) 3 • 7 5 (£3.75) Activity E2
1 a sodium – quite a lot b fat – a little
Activity 18 2 a sugar – a little b fat – a lot
Food Size of tins Number Activity E3

<aw N4.25> 1 105 ml per meal
Baby milk 1.5 litres 3 2 75 ml per meal
Baby milk 0.5 litres 5 Mini-projects

M1, M2, M3, M4
Baby milk 2.5 litres 4
Discuss your results with your teacher.
Check it
Help Activity C1
1 an ear
Activity H1 2 a man
1 Measurements to be checked by your teacher. 3 (milk), medicine
2 1 m measuring tape or other sensible instruments. 4 a thermometer
5 0.5
Activity H2
1 Measurements to be checked by the teacher. Activity C2
2 Kitchen scales or other sensible instruments. Any valid combinations – check with your teacher.
1 750 ml 1 39 °C
2 Yes 2 37.5 °C
3 a two bottles b 500 ml 3 37 °C
4 Marcus and Sunita
Activity H4 5 Gemma
1 26 °C – too hot, turn heating down
2 21 °C – right temperature, leave it alone
3 18 °C – cool, could turn heating up slightly
4 14 °C – cold, turn the heating up immediately
Activity H5
£1 + 2 × 50p + 2p + 1p + 1p + 1p
or another valid combination

5 The animal shelter
d
al shelter. We try to fin
work at the local anim
I new homes for stray an
help to look after dogs
d unwanted animals. I
and cats, and small anim
als
d gerbils.
like rabbits, hamsters an
le
imal shelter so that peop
We have a plan of the an al
different types of anim
can find out where the
are.
the animals that we look
We have records of all
and charts to make the
after. We use lists, tables
derstand.
information easier to un
Talk about it
Do you have a pet?
What sort of pet do you have?
Do you have an unusual pet?
Where did you get your pet?
Can you read information from plans, lists, tables and charts?
Do you know how to record information?
What maths skills do you think you might need to record and show information?

■ Using plans, lists, tables, and charts to obtain information HD1/E3.1
■ Using bar charts and pictograms to compare data HD1/E3.2
■ Using a tally to record data HD1/E3.3
■ Arranging the data so that others can understand it HD1/E3.4

Getting information from plans, lists, tables and charts.
What does it all mean?

Activity 1 Remember
You need all this information to help you
make sense of a plan.
We have a plan of the animal shelter to help ● A title – this tells you what the plan is for.
people find their way around. ● Labels – these tell you what the different
Each animal has its own space. We make sure parts on the plan mean.
our animals have plenty of room.
● Measurements – these show the lengths
of parts on the plan.
Plan of part of the animal shelter (not drawn to scale)
Offices 6.0 m
1.5 m Dogs
0.5 m Small animals

2.1 m 1.0 m
Cats 1.35 m
Each small animal has a space that is 0.5 m wide and 1.0 m deep.
1 How much space does a dog have? ................. m wide and ................. m deep
2 How much space does a cat have? ................. m wide and ................. m deep
There are 18 cages for small animals.
3 Which type of animal has most cages? ........................................................................
4 Which animal has fewest cages? ........................................................................

Activity 2
People have to pay to take pets home from the animal shelter. This is called
‘re-homing’. The people are called ‘re-homers’. We also charge to look after pets
while their owners are away. This is called ‘boarding’. This gives us enough money
to run the shelter.
Here is a list of our charges.
THE SANCTUARY ANIMAL SHELTER

CHARGES
RE-HOMING BOARDING
£80.00 Dogs £7.50 per day
£50.00 Cats £3.00 per day
£25.00 Rabbits £2.00 per day
Up to £10.00 Various small pets £2.00–£2.50 per week
To find out how much it costs to take home a cat, look for ‘cats’, then look across to
the left in the ‘re-homing’ column. You will see £50.00. This is the amount you pay to
re-home a cat.
‘Various small pets’ includes animals such as gerbils, mice, budgies and other birds.
1 What is the cost of re-homing a dog? ........................................................................
2 What is the cost per day for boarding a rabbit? .....................................................................
3 What is the cost of re-homing a rabbit? ........................................................................
4 How much does it cost to board a cat for

a one day? ........................................................................
b two days? ........................................................................
c a week? ........................................................................
5 What is the maximum price to re-home a mouse? .
NEW PHOTO TO
.......................................................................
BE SUPPLIED
6 What is the cost of boarding a gerbil for a week?
a maximum cost = ........................................................................
b minimum cost = .........................................................................

Activity 3
At the animal shelter, we divide the dogs into two Remember
types: pedigrees and crossbreeds. Most of the Making sense of tables
dogs in the shelter are crossbreeds but there are ● Tables are made up of rows and columns.
always a few pedigree dogs. The dogs are of Rows are horizontal. Columns are vertical.
different sizes: small, medium and large. We use a
You need all this information to help you to
table to show people how many dogs we have, in
make sense of a table.
which sizes and of which type.
● A title – this tells you what the table is
about.
Types and sizes of dogs in the animal shelter –
June 2002
● Row heading – this tells you what is in
the row.
Size of dog ● Column heading – this tells you what is
Type of dog
Small Medium Large in the column.
Pedigree 1 2 6
Crossbreed 7 11 13
To find out how many medium-sized pedigree dogs we have,

I find the heading ‘Pedigree’ in the first column …
look along the top row until I see ‘Medium’…
and I see that we have two medium-sized pedigree dogs.
Look at all the parts of the table – the title, the rows and the
columns – to answer these questions.
1 When was the information gathered? .....................................
2 How many large pedigree dogs do we have? .....................................
3 How many medium-sized crossbreed dogs do we have? .....................................
4 How many small pedigree dogs do we have? .....................................
How many small dogs are there altogether?

Look down the column headed ‘small’. There is one pedigree dog and seven
crossbreed dogs, so there are eight small dogs altogether.
5 How many large dogs are there in the shelter altogether? ........................................................................
6 How many crossbreed dogs do we have? ........................................................................
7 How many dogs do we have in the shelter altogether? ........................................................................
? Review
Do you need more practice in reading plans, lists and tables? Yes ■ No ■

Using bar charts and pictograms to compare numbers.
How many dogs?

Activity 4 Remember
Making sense of bar charts.
I use bar charts to ● Read the title to find out what the bar chart is about.
show information. The ● The horizontal axis is the line going along the bottom. There is a name
vertical axis shows under each bar. There is a label telling you what the bars represent.
the number of dogs.
● The vertical axis is the line going up the left-hand side. It has numbers at
equal intervals. There is a label telling you what the numbers represent.
Make sure you look closely at the numbers on the vertical axis.
● Look at the labels on the axes.
● There is a key telling you what the colours mean.
Look at the blue bar for medium dogs. It is for pedigrees.
Types and sizes of dog in the animal shelter on Friday 15 June

16
Pedigree
14
Crossbreed
12
Number of dogs
10
0
Small Medium Large
Size of dogs
The horizontal axis shows the sizes and types of dog.
1 When was the information gathered? ........................................................................
2 What do the red columns show? ........................................................................
3 How many large crossbreeds do we have?........................................................................
4 How many small pedigree dogs do we have? ........................................................................
5 How many medium dogs do we have altogether? ........................................................................
6 Which size of dog do we have most of ? ........................................................................
7 How many pedigree dogs are there in the shelter? ........................................................................

Are there more or less?
We need to compare the numbers of animals we have in the shelter from month to month.
Activity 5
We use bar charts to help us compare figures about the animals.

Here is a bar chart showing the number of dogs, cats and rabbits at
the shelter in August, September and October.
Number of animals in the shelter by type and month

45
40 August
September
35 October
Number of animals
30
25
20
15
10
0
Dogs Cats Rabbits
Type of animal
The yellow columns show the numbers for October.
1 Which month is represented in blue? .........................................................................
The shortest column for dogs is yellow, so we had fewest dogs in October.
2 We had most dogs in .........................................................................
3 We had fewest cats in .........................................................................
Now use the chart to find the numbers of animals.
4 We had ..................................... rabbits in September.
5 We had ..................................... cats during the three months shown.

Activity 6
People come to the shelter to choose a pet. I use pictograms to help them understand and
compare information.
The number of people who took cats from the shelter in the first four months of 2002
Month
January
February
March
April
represents 5 people. represents 4 people.
1 What does represent? ........................................................................
2 What does represent? ........................................................................
3 Count up the symbols and complete the table below to show the numbers of people
who re-homed cats.
January February March April
4 In which month were most cats re-homed? ........................................................................
5 Write down a quick way of finding the answer. ........................................................................
6 In which month were fewest cats re-homed? ........................................................................
7 Write down a quick way of finding the answer. ........................................................................
Remember
Pictograms
● Try to use a simple symbol or picture – remember, you may have to draw each one
many times and they must be identical!
● Symbols must be in neat columns and rows.
● Include a key to show the number of items a symbol stands for.
● Use part of the symbol to represent smaller numbers.
? Review
Do you need more practice in using bar charts or

pictograms?
Yes ■ No ■

Using a tally.
Tally!
We collect lots of information about our animals.

We use a tally chart to record the information.
Remember
Tallying
● For each unit, you write a tally mark, like this .
● When you have five units, make your fifth line go through the other
four, like this: . You can then count the answers in batches of 5.
● Tick or cross off each entry as you put it into the tally chart. This will
help you to keep track of which results you have not yet tallied.
Activity 7
We need to find out if the new owners already own a dog.
We asked 20 people wanting to re-home a dog how many

dogs they already had.
These were the answers.
0 dog ✓ 0 dog ✓ 0 dog ✓ 0 dog ✓
0 dog ✓ 1 dog ✓ 2 dogs ✓ 0 dog ✓
1 dog 0 dog 0 dog 0 dog
0 dog 0 dog 2 dogs 1 dog
0 dog 0 dog 0 dog 3 dogs
Most people had no dogs but some have one or two, or even three.
Use the tally chart below to count the answers. The first two rows have been done.
1 Finish the tally chart below.
The number of dogs re-homers already have
Number of dogs Tally Frequency
Total

2 When you have finished tallying, count the number of tallies in each row. Write the
totals in the last column.
Use the tally chart to answer these questions.
3 How many re-homers have only one dog? .....................................
4 How many re-homers have no dogs? .....................................
5 How many re-homers have two dogs? .....................................
6 We must visit any home with two or more dogs before we

allow another dog to go there. How many homes must we visit? .....................................
Activity 8
These figures show the number of cats re-homed each week during the first half of 2002.
3 2 4 1 2 4 2
1 3 3 1 1 0 1
0 1 0 5 2 3
5 1 2 2 3 0
1 Complete the tally table below.
Cats re-homed each week during the first half of 2002
Number of cats Tally Total
Total
2 In how many weeks were no cats re-homed? .....................................
3 What was the largest number of cats re-homed in any one week? .....................................
? Review
Do you need more practice in tallying? Yes ■ No ■


Displaying information.
A picture is worth a thousand words

Activity 9
Here are the results of our survey of how many dogs people already own.
Fourteen people do not own a dog, three people own one dog, two
people own two dogs, and one person owns three dogs.
You can use a table to make the figures easier to read.
Results of the dog owner survey
Number of dogs 0 1 2 3
Number of owners 3
Put the rest of the results into the table.
Activity 10
The number of dogs already
I decide to use a bar chart to show
owned by re-homers
the results of how many dogs 16
re-homers own already.
Use the information in the table in

14
Activity 9 to finish the bar chart.
12
Number of re-homers
10
0
0 1 2 3
Number of dogs

Activity 11
I decide to draw a pictogram. I think it is a good way to show my information.
The first thing to do is to decide how I can show the people. I think stick people
are easy to draw. I can use a stick person to show two people .
How many dogs do re-homers already have?
Number of dogs Re-homers Key

represents
0 2 re-homers
1
Complete the pictogram.
Activity 12
The numbers of rabbits already owned by people re-homing a rabbit are shown in the table.
Number of rabbits owned 0 1 2 3
Number of re-homers 10 5 2 3
Draw a bar chart or pictogram to show this information on the grid below.
? Review
Do you need more practice in tables, bar charts and pictograms? Yes ■ No ■
For more work on this, go to H3 (page 13) or E2 and E3 (page 14).

! Help
Activity H1
People come to the animal shelter when they are looking for a pet. They want to
give a new home to an animal that has no home. If you are looking for a new pet,
you need to know when the animal shelter is open. Here are the opening times.
Day Opening times
Monday 12:00 noon – 4:00 pm
Tuesday [Closed]
Wednesday 12:00 noon – 4:00 pm
Thursday 12:00 noon – 4:00 pm
Friday 12:00 noon – 4:00 pm
Saturday 11:00 am – 2:00 pm
Sunday 11:00 am – 2:00 pm
1 On what day is the animal shelter closed?
2 What time does the animal shelter open on Mondays?
3 What time does the animal shelter close on Thursday afternoons?
4 What are the opening times on Saturdays and Sundays?
Activity H2
Dog pens have a special area for a bed and a large area for the dog to run.
1.8 m
4.2 m
1.5 m Run Bed
1 How long is the pen? ........................................................................ metres
2 How wide is the run? ........................................................................ metres
3 How long is the bed area? ........................................................................ metres

!
Activity H3
Most visitors come to the animal shelter on Saturday. I decided to count them as
they arrived. Some people came on their own (1), others came as a couple (2) or
group (3 or more). Here are my results:
2 3 1 2 2 2 1 2 4 3
3 1 2 4 3 3 2 2 2 2
2 4 3 3 2 4 3 1 3 2
1 2 2 3 1 1 3 3 2 1
Visitors to the animal shelter on Saturday
Number of people
Tally Frequency
in group
Total
1 Tally the results.
2 Draw a bar chart to show the number of visitors.
3 On separate paper, draw a pictogram to show the number of visitors.
Look back at the Remember boxes on pages 4 and 7 and check that you have
included everything.

▼
Extension
Activity E1
There is a whiteboard above the reception desk. Each day we write information
about all the dogs that are waiting to find new owners so that everyone can see it.
Saturday: dogs in the shelter
Age Sex Age Sex Age Sex Age Sex

in years M/F in years M/F in years M/F in years M/F
1 F 3 M 5 M 2 F
3 M 2 M 3 M 5 M
1 M 2 F 1 F 3 M
3 M 1 F 2 M 1 M
4 F 1 F 5 M 2 M
3 M 4 F 2 M 2 M
1 F 1 F 5 M 2 F
5 F 5 F 3 M 2 F
1 What does M / F mean? ..............................................................................................................................................
2 On what day of the week was the information gathered? ........................................................................
3 On separate paper, tally the information into two charts, one for males
and the other for females. Tally the dogs by age.
4 Work out how many male dogs and how many female dogs were in the shelter that day.
Male: ................ Female: ................
5 On separate paper, draw pictograms to show how many male dogs

and how many female dogs were in the shelter that day.
6 On separate paper, draw a bar chart to compare dogs by ages and sex.
Check that your diagrams have all the information needed.
Activity E2
Tables, charts and pictograms are often used to present data. Newspapers use tables and
charts to make information easier to understand. Look for examples of tables, charts
and pictograms in newspapers and magazines. Make a display. Write about what is shown.
Activity E3
Use ‘clip art’ on the computer to draw a pictogram from the information in one of the activities in this
unit. Use a spreadsheet to draw a bar chart from the information in one of the activities in this unit.

▼
Mini-projects
▼
▼
▼
Activity M1
Carry out your own survey to find out how many pets people have.
Here are some guidelines.

● Ask at least 30 people.
● Use a tally chart to record your results.
● Put your results into a table.
● Use a bar chart and pictogram to present your results.
Activity M2
Look in newspapers and magazines to find examples of surveys.
● How is the information presented?
● What tables are used?
● Are charts or diagrams used?
● Do the charts or diagrams help the reader to understand the results
more clearly?
Activity M3
Find out whether there is an animal rescue centre or animal shelter near where
you live.
Or, use the Internet to find out more about the work of animal rescue centres or
visit the Battersea Dogs Home website www.dogshome.org.uk or
visit the National Canine Defence League website www.ncdl.org.uk
Activity M4
Do your own research.
1 Decide on a topic.
2 Write down two or three questions to ask on this topic.
3 Ask at least 10 people (the more you ask the better).
4 Illustrate your findings in a table, pictogram or bar chart.

✓ Check it
Activity C1
These are the numbers of dogs that were brought into the shelter each week
during a 26-week period in 2002.
5 3 4 4 6 5 3
4 2 1 4 4 3 4
3 3 2 3 5 2
1 1 3 1 6 1
1 Tally the results in the chart.
Dogs brought into the shelter in part of 2002
Number of dogs Tally Frequency
Total
2 Draw a bar chart to show the number of dogs.

✓
Activity C2
I am responsible for feeding puppies at the animal shelter. I use this table to work
out how much food each puppy needs. To use the table, I need to know the age
of the puppy and its weight in kilograms (kg).
Most of the time I feed the puppies with dry food. Sometimes I give them canned
food. The food weights are recorded in grams (g).
Total quantity of canned or dry food per day
Up to 3 months 3–6 months
Puppy Amount of Amount of Puppy Amount of Amount of

weight canned food dry food weight canned food dry food
in kg in 415 g cans food in g in kg in 415 g cans food in g
1
1 50 2.5 1 100
2
3 1 105 5 1.5 135
7 2 220 15 2 320
13 3 380 25 4 490
17 4 475 40 6 835
1 How much dry food do I need to give to a three-month-old puppy weighing 7 kg?
2 a How many tins of food do I need to give to a six-month-old puppy weighing 25 kg?
b What weight is each can?
c How much is this each day?
3 This week I have a litter of four three-month-old puppies. They weigh 3 kg each. How
many cans do I need for them?
a ..................................... each day
b ..................................... each week

How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
Activity 1 3 January February March April
1 1.5 m wide and 6.0 m deep 23 14 16 22
2 1.35 m wide and 2.1 m deep
3 Dogs 4 January
4 Cats 5 Look for the most symbols.
6 February
Activity 2 7 Look for the fewest symbols.
1 £80.00
2 £2.00 Activity 7
3 £25.00 1 Number of dogs Tally Frequency
4 a £3.00 b £6.00 c £21.00 0 14
5 £10.00 1 3
6 a Maximum £2.50 2 2
b Minimum £2.00 3 1
Total 20
Activity 3
1 June 2002 3 3
2 6 4 14
3 11 5 2
4 1 6 3
5 19
6 31 Activity 8
7 40 1 Number of cats Tally Total
0 4
Activity 4 1 7
1 Friday 15 June 2 6
2 Crossbreed dogs 3 5
3 13 4 2
4 1 5 2
5 13 Total 26
6 Large
7 1+2+6=9 2 4
3 5 cats
Activity 5
1 August Activity 9
2 August Results of the dog owner survey
3 August
4 25 Number of dogs 0 1 2 3
5 5 + 30 + 20 = 55 Number of owners 14 3 2 1
Activity 6
1 Three people
2 One person

A
1 Number of people
Tally Frequency
Dogs and owners in group
16
1 8
2 16
14
3 12
4 4
12
Total 40
Number of re-homers
10
2
8
Saturday visitors
20
Number of groups
6 15
10
4
5
2
0
1 2 3 4
0 Size of group
0 1 2 3
Number of dogs
3
Size of group Number of groups
1
Activity 11
2
How many dogs re-homers already have
3
Number of dogs Re-homers
4
0
2
Extension
3
Activity E1
Activity 12 1 Male / Female
2 Saturday
Check with your answers with your teacher.
3
Male dogs Female dogs
Help Age Tally Total Age Tally Total

1 2 1 6
Activity H1
2 5 2 4
1 Tuesday
2 12:00 noon 3 7 3 0
3 4:00 pm 4 0 4 2
4 11:00 am to 2:00 pm
5 4 5 2
Activity H2
1 6m
2 1.5 m
3 1.8 m

A
4 18 males 14 females
5 Show your answers to your teacher.
6
Dogs in the shelter
8
Number of dogs
Males
6
Females
4
0
1 2 3 4 5
Ages
Mini-projects
M1, M2, M3, M4
Show your answers to your teacher.
Check it
Activity C1
1 Number of dogs Tally Frequency
1 5
2 3
3 7
4 6
5 3
6 2
Total 26
2 Check your answer with your teacher.
Activity C2
1 220 g
2 a 4 b 415 g c 1660 g
3 a 4 cans each day
b 28 cans in the week

1 Outside catering
My name is Victor. I work as a

mobile caterer. I have a van and
travel around the area catering for
events like weddings, christenings
and parties. I work in people’s
houses or places that people can
hire for parties.
I really enjoy my work. I like

meeting lots of different people and
helping them to enjoy a special
occasion. It can be hard work and
involve long hours, but I am my
own boss. I make the decisions, and
take the blame if things go wrong.
All I have to do is keep the

customers happy and make some
money! Making enough money to
live on is sometimes the hard bit,
and it’s where I have to be careful
when I do the sums!
Talk about it
Have you ever held or organised a party?
How do you decide how many people to invite?
What kind of things might they like to eat and drink?
How do you work out how much food and drink you might need?
How do you work out how much it might cost?

■ Recognising negative numbers in practical situations N1/L1.2
■ Multiplying and dividing whole numbers by 10 and 100 N1/L1.4
■ Working out ratios and proportions N1/L1.7
■ Rounding numbers to get approximate answers to questions N1/L1.8, 9
■ Working out parts of quantities e.g.

1
3 or
3
4 of something N2/L1.2
■ Working with weight, capacity and temperature MSS1/L1.4
■ Changing pence to pounds, and grams to kilograms, and back MSS1/L1.7
■ Using metric measures MSS1/L1.7
L1 NUMERACY Unit 1 Page 1

Working out answers approximately.
Working it out quickly
Sometimes people ring up unexpectedly and

might ask how much it would cost to cater
for a party of, for example, 98 people. So I might use 100 instead of 98 to work
out my estimate quickly. I need to tell them
immediately or they might go to someone else.
It helps if you can do the sum in your head,
but I always have a calculator handy!
I need to give them a rough estimate there and then.
98
Sometimes it may help if you use a number line. 90 100
Then you can actually see which number is nearer.
Numbers can be rounded to the nearest 10, 100, 1000

and so on depending on how accurate you want to be.
3842
3840 3850
3842 = 3840 to the nearest 10
3842
3800 3900
3842 = 3800 to the nearest 100
3842
3000 4000
3842 = 4000 to the nearest 1000
Try these. Draw a number line if it helps.
6357 to the nearest 10 =
Sometimes you might round to the nearest 5 if you need to be more accurate.
For example, 2423 to the nearest 5 would be 2425.
So 6357 to the nearest 5 is
Remember
● If the number to be rounded to the nearest 10 is 15, then the number should be
rounded to the next ten (20), even though 15 is halfway between 10 and 20.
● Similarly, 150 to the nearest 100 is rounded to the next hundred (200), 1500 to the
nearest 1000 is rounded to the next thousand (2000), and so on.
Page 2 Unit 1 L1 NUMERACY N1/L1.8

Activity 1
Working with another person or on your own, round these numbers as indicated.
1 1780 to the nearest 100 2 5300 to the nearest 1000
5 1 800 000 to the nearest 1 000 000 6 2732 to the nearest 5
Activity 2
To give a reasonably accurate estimated If the answer doesn’t need to be so
answer to 2146 + 7224, round the two accurate, round the numbers to the
numbers to the nearest 5. This is: nearest 100. This is:
2145 + 7225 = 2100 + 7200 =
Talk about it
When do you round numbers to the nearest 5, 10, 100, 1000 or 1 000 000 etc?
In each of the examples below say whether you would round them to the nearest
5, 10, 100, 1000 or 1 000 000 and write the answers in the box.
1 The distance to the next town is 12 miles. 2 The distance from where you live to
Someone asks you, ‘About how far is it to the London is 294 miles. Roughly how far
next town?’ What answer would you give? would you say it was?
About To the nearest About To the nearest
3 The attendance at last week’s football 4 The distance from here to the moon is
match was 21 253. If you were writing a 249 630 miles. How far is that roughly?
report on the match, roughly how many About To the nearest
would you say went?
About To the nearest

Sometimes you have to round numbers up. For example, if burgers are only sold
in boxes of 24, and Victor needs 50 burgers, he will need three boxes.
● Two boxes only give him 48 burgers, which is not enough.
● He can’t buy the extra two on their own so he has to buy three whole boxes.
● He has rounded up the number of boxes needed to three, even though 48
burgers in two boxes is nearer to 50.
● Victor needs to work in complete boxes.
The extras will have to go in the freezer until next time!
Activity 3
With another person, work out the answers to these examples.
1 I need 15 glasses for a party. How 2 I need 5 kg of sugar. How many

many boxes will I need if there are 2 kg bags will I need?
10 in a box?
3 My van carries 1000 kg. I need to 4 A party has 105 guests. How many
move 1250 kg of food from my tables will I need if one table seats
stores to a new warehouse. How 10 people?
many journeys will I need to make?
5 A school has 100 children in it. 6 At a party for 20 people, each

There are no more than 30 in a person drinks five bottles of beer.
class. What is the smallest number A box holds 30 bottles of beer.
of classes that would be needed? How many boxes will I need?
Page 4 Unit 1 L1 NUMERACY

Remember
● When working with money we have to remember that 100 pence = £1.
● In £5.20 the ‘5’ tells you that there are 5 pounds (£5).
● The number ‘20’ after the decimal point tells you that there are 20 pence (20p).
Quite often Victor has to round amounts of money.
Round £28 to the nearest £10.
What is £2.25 to the nearest £1? Is it £1 or £2 or something else?
£2.25 is between £2 and £3 so rounding it to the nearest pound must be

£2.25
£2 £3
Talk about it
What makes rounding money different from rounding ordinary numbers?
If Victor is giving an estimate for a job to someone, how is it best to round the
money?
Activity 4
Round the amounts to the nearest pound. (Watch out for where the 0s are.)
1 £1.25 2 £5.75 3 £3.60
4 £9.90 5 £4.50 6 £0.70
7 £120.65 8 £9.05 9 £90.99
Talk about it
Think of some other times when rounding numbers and estimating might be useful.
? Review
Do you need more practice with rounding numbers? Yes ■ No ■


Working out approximate answers.
A rough idea!
Activity 5
Sometimes I need to work out something to get a rough idea of
how much to charge or how much something might cost.
To do this, you can use rounded numbers to give an approximate answer to a

calculation.
To give his customers an estimate for 96 meals costing £7.25 each, Victor can use
rounding to give an approximate answer.
He can round the 96 to 100 (rounded to the nearest 100). It then becomes: 100 × £7.25 = £725
or
He can round the £7.25 to £7.00 (rounded to the nearest £). It then becomes: 96 × £7.00 = £672
or
He can round the 96 to 100 and £7.25 to £7. It then becomes: 100 × £7.00 = £700
or
If he wants to work it out accurately, it is 96 × £7.25 = £696
Talk about it
Which way would you choose?
Is it always best to round numbers to the nearest 100, 1 000, £1, £10 etc?
Are there other ways of doing it?
When I give an estimate I need to be careful

not to underestimate and make a loss.
Activity 6
Estimates are useful, but be careful! Should I round up or down? Talk about these
examples and work out what I did wrong. What should I have done?
1 My supermarket bill is: eggs 64p, milk 33p, bread 54p, margarine 51p.
I have £2.00 in my pocket. Have I got enough? To make a guess I round all the
prices to the nearest 10p and work out the cost to be roughly £1.90. When the
bill is printed I am 2p short. Where did I go wrong?
2 I need carpet for a hotel dining room that is 21 m by 23 m. I round the

numbers to the nearest metre and get 20 m × 20 m. I estimate that I need
400 sq m of carpet. When the carpet arrives I don’t have enough. Why not?
3 I am asked for a quote for 91 meals at £9.25 each. I round the numbers and
quote £810. The actual costs turn out to be £841.75 and I make a loss on the
job of £31.75. Where did I go wrong?

I find that it’s always important to
check my calculations, even if I’ve done
them on a calculator. Just the other
day I was quickly working out the price
for a job on my calculator …
Victor did this sum: (£)7.00 × 100. The answer showed (£)70 000, which didn’t
look right! It was much too big for the numbers he’d been working with.
Try it on a calculator and see what you get.
7 . 0 0 × 1 0 0 =
Talk about it
Can you work out where Victor went wrong?
Activity 7
Here are some of Victor’s calculations. Give estimated answers and say whether
the results make sense. Round numbers up or down. Try to do the calculations in
your head if you can. If you think Victor got it wrong, talk about it and work out
where he went wrong.
1 64 + 27 = 91 It should be about Does the answer make sense? Yes ■ No ■
2 58 − 22 = 80 It should be about Does the answer make sense? Yes ■ No ■
3 90 × 49 = 441 It should be about Does the answer make sense? Yes ■ No ■
4 £1.50 + 50p = £51.50 It should be about Does the answer make sense? Yes ■ No ■
? Review
Do you need more practice with estimating answers? Yes ■ No ■


Multiplying
Lozenge and dividing numbers by 10, 100. Converting metric weights in grams and kilograms.
How much do I need?

At home I don’t have to be too
careful how much food I cook for
the family – it depends on how
hungry everyone is!
It’s very different if I’m catering for a

large party as part of my job. I have
to make a living, and that depends on
making a profit on the jobs I do. If I’m
too generous with the portions, it’s
my profits they’re eating!
If I allow 20 grams too much on one portion,

it’s not too bad. Multiply that by 100, or more,
and it soon adds up. There are set amounts to
allow for each person for different things.
Catering amounts per person
Vegetables Peas 85 grams
French beans 85 grams
Carrots 110 grams
Mashed potatoes 170 grams
New potatoes 110 grams
Rice – before cooking 55 grams
Meat and fish Prawns – as a starter 75 grams
Prawns – as a main course 140 grams
Whole salmon – before cleaning and with head and tail on 400 grams
Chicken 450 grams
Lamb 275 grams
Pork 175 grams
Talk about it
What do you think about the catering amounts?
Do you weigh things accurately at home when you’re cooking?
Page 8 Unit 1 L1 NUMERACY N1/L1.4; MSS1/L1.1, 4, 7

Using the chart I can work out how much of
the different foods I need to feed different
numbers of people at events.
I’ve got a computer and I’m learning how to
use a spreadsheet to work things out.
I can’t always get to my computer so I have

to use other ways of working things out.
Sometimes I work them out in my head,

sometimes I use pen and paper, and
sometimes I use a calculator. Whichever
method I use, I always check my answers.
My living depends on it!
Talk about it
Which method works best for you?
If you were catering for a small party of 10 and all the guests wanted prawn
cocktail, you should allow 75 grams of prawns for each person. That makes
75 grams × 10, which comes to 750 grams.
75 × 10 = 750
If there were 100 in the party and they all wanted prawn cocktail, you would need
75 grams × 100.
What weight of prawns would you need? 75 × 100 = grams
When multiplying by 10, all the digits move one place to the left (add zeros to fill the spaces).
So 45 × 10 300 × 10
= 450 = 3000
When multiplying by 100, all the digits move two places to the left (add zeros to fill the spaces).
So 39 × 100 420 × 100

= 3900 = 42 000
When dividing, the digits move to the right.
e.g. If 100 people want pork, Victor needs 175 g × 100 = 17 500 grams.
Change this to kilograms: 17 500 ÷ 1000 (1000 g = 1 kg)

= 17.5
17 500 grams = 17.5 kg
SLlr/E2.3, Wt/E2.1 L1 NUMERACY Unit 1 Page 9

Activity 8
How much of each kind of food below will Victor need? Write the answers in grams.
grams (g) kilograms (kg)
1 A party of 10 all want lamb.
2 A wedding party of 100 want prawns as a main course.
3 10 people at a party want chicken.
4 10 people at a reception want rice.
5 At a party 100 people want peas.
Remember
● Metric weights: remember 1000 grams = 1 kilogram.
● To change grams to kilograms, divide by 1000.
Now write down how many kilograms would be needed in the last column.
Activity 9
Sometimes when I get a job, I already have some kg

of the things that are asked for. I need to be able
to work out whether I have enough for the job.
For example, in the freezer I’ve got 10 kg of carrots.
A party of 100 all want carrots.
Have I got enough?
If Victor divides 10 kg (or 10 000 g) by 100, that makes 100 g. The set amount for
each person is 110 g, so he doesn’t have enough. How much more does he need?
100 × 10 g =
Working with another person, try these.
1 I’ve got 5 kg of chicken. Is this enough for a party of 10? Yes ■ No ■
2 I have a booking for 100 who all want new potatoes. I’ve got 10 kg of new potatoes.
Have I got enough? Yes ■ No ■
3 10 people want rice. I’ve got 1 kg. Have I got enough? Yes ■ No ■
4 I’ve got 30 kg of lamb. Is this enough for 100 people? Yes ■ No ■
5 Is 2 kg of pork enough for 10 people? Yes ■ No ■
Page 10 Unit 1 L1 NUMERACY SLlr/E2.3, Wt/E2.1

Activity 10
Victor has to make sure that he charges the customers enough to cover his costs.
If he has a group of, say, 10 or 100, he needs to know how much 10 or 100 of
something might cost.
If a drink costs 12p and 100 of them are needed, the cost will be 12p × 100 = 1200p,
which is the same as £12.
If a drink costs 50p and 10 are needed, the cost will be 50p × 10.
How much should Victor charge to cover the costs?
Try these on your own, with another person, or in a group.
1 How much do I need to 2 I decide to charge £30 for 100 drinks

charge a party of 100 for that cost me 25p each. Have I
drinks, which cost me £1.50 charged enough to cover my costs?
each? Yes ■ No ■
3 If 10 drinks cost £1.75, how 4 I charge £275 for 100 drinks
much do I need to charge for that cost £25 for 10. Am I
100 to cover my costs? charging enough?
5 What is the minimum I need
to charge 100 people who all
have a drink each, when each
drink costs me 75p?
Activity 11
In small groups, or as a whole group, try changing the items on this menu so that
you can work out how much you need to feed 10 people and then 100 people.
The amounts are for one person.
Starter Prawns 70 g
Main course Mashed potato 170 g, Peas 85 g, Carrots 110 g, Lamb 275 g
Complete the table.
Menu item Amount for 1 person Amount for 10 people Amount for 100 people
Prawns
Mashed potato
Peas
Carrots
Lamb
? Review
Do you need more practice multiplying and dividing by 10 and 100? Yes ■ No ■
For more work on this, go to H3, H4 and H5 (page 21) or E2 (page 22).

Mixing
Lozengethings in the right proportions and changing quantities such as the ingredients in a recipe.
Mixing the drinks

If I’m mixing a drink like orange cordial,
I need to mix the right amount of water 1 litre,
with the right amount of cordial so that 20 servings.
Dilute 1 part
it tastes right and I don’t waste any. cordial with
4 parts water.
The label on the bottle usually tells you the right proportion,
or ratio, to mix together.
If I’m making up a large quantity for a party, I might mix

1 bottle of cordial with 4 bottles of water. So a bottle of
cordial is one part and four bottles of water are four parts.
If I were making up one drink, I would need to know what 1 litre,

20 servings. Water Water Water Water
amount of cordial would be needed for one drink. The Dilute 1 part
cordial with
bottle holds 1 litre and is enough for 20 servings. 4 parts water.
1 litre = 1000 ml and is enough for 20 drinks.
The cordial for one drink would be 1000 ml divided by 20, which is 50 ml.
This amount is the one part of cordial.
The four parts of water would be four lots of 50 ml.
50 ml 50 ml 50 ml 50 ml 50 ml
In this case the amounts are different. But the ratio of

one part cordial to four parts water is the same. The
drinks would taste the same because the ratio of cordial
to water is the same.
There are other occasions when we use ratio without

even thinking about it. For example, when you buy two
bottles of lemonade and get a free bottle.
This is a ratio of 2 bottles bought to 1 bottle free.
If you decide to buy 4 bottles of lemonade, you will get 2 extra bottles free.
So you get more free bottles, but the ratio stays the same. For every 2 bottles you
buy, you will get 1 free.
Talk about it
How many extra free bottles would you get if you bought 6 or 8 bottles?
6 bottles 8 bottles
Page 12 Unit 1 L1 NUMERACY N1/L1.7;

SLlr/E2.3,
MSS1/L1.4
Wt/E2.1
Doubling and halving recipes
You can use this idea to change recipes. Here is a recipe for 8 syrup flapjacks
50 g butter 100 g golden syrup 50 g demerara sugar 100 g rolled oats
If you wanted to make 16 flapjacks, you would need to double all the amounts of the
different ingredients. You would need 2 × 50 g of butter, which works out to 100 g.
What amounts of the other ingredients would you need for 16 flapjacks?
What amounts would you need if you wanted to make 4 flapjacks?
Write your answers

in the table. For Butter Syrup Sugar Oats
16 100g
Activity 12
With another person, or as a group, try these.
1 a If I am making mortar for bricklaying, the ratio of sand to cement is three
parts sand to one part cement. If I use three buckets of sand, how many
buckets of cement do I need to use?
b I find that I need twice as much mortar as I had thought in question 1a.
How many buckets of sand and cement will I need?
sand cement
2 A recipe for pastry needs 200 g of flour and 100 g of margarine. How many
parts flour to margarine is that?
flour parts margarine parts
3 I have a bottle of cordial holding 2 litres of cordial. The correct ratio of cordial
to water is one part cordial to five parts water.
How many litres of water should I mix with it?
4 Another bottle of cordial holds 2 litres. But the ratio of cordial to water is one
to four. How many litres of water should I mix with the cordial?
cordial water
? Review
Do you need more practice working out ratios and proportions? Yes ■ No ■

Working out recipes for a different number of people.
Working out the parts
Sometimes I have an order for a number of people at a party and then they’ll
ring me and say something like, ‘Only 30 people are coming now instead of 40’,
so I have to reduce my food order to fit. I was going to order one chicken leg,
three sandwiches, two pieces of cake and a drink for each person.
How did Victor do his calculations?
Original order 40 people
New order 30 people

30
He only needs of the food.
40
30 3
is the same as .
40 4
So, for example, he was going to order 2 × 40 pieces of cake, which is 80 pieces.
3 1
To work out of that, first work out what of 80 is.
4 4
80 divided by 4 = 20. Remember
● The 4 on the bottom is called the denominator, which
3 1 tells you how many equal parts the whole is divided into.
is three times .
4 4
● The 3 on the top is called the numerator, which tells you
how many equal parts there are.
So
3
4
of the original order = 3 × 20 = 60
As a group, work out how many chicken legs, sandwiches and pieces of cake
Victor now needs to order.
Activity 13
As a group or with another person, try these.
1 My order for a party of 20 people who wanted three sandwiches and two drinks
each has been changed to a party of 15.
What should my order be? sandwiches drinks
2
2 My order for 60 meals had to be changed when I was told that of the people
3
were vegetarians.
How many vegetarian meals did I need to order?
3
3 of the 120 meals I was asked to cook had to be chicken.
4
How many was that?
1
4 of the 600 meals I make each month are vegetarian.
3
How many meals do I make with meat?

Activity 14
Recipes often say ‘Serves 4’, which is fine if there are four people. If you had to
serve 25 people, work out how much would be needed.
Here’s a recipe for macaroni cheese:
Serves four Serves one

macaroni 100 g macaroni 25 g
margarine 40 g margarine 10 g
flour 40 g flour 10 g
cheese 200 g cheese ................ g
milk 600 ml milk ................ ml
Find out how much is needed for one serving first. Divide the recipe by four. You
would get 25 g of macaroni, 10 g of margarine and 10 g of flour.
As a group, can you work out how much cheese and milk you would need for
one? Write your answers in the table above.
Now you know how much you need for one person. If you have to cater for 25,
you need to multiply these quantities by 25.
So the amount of macaroni you would need would be 25 g × 25 = 625 g.
Work out how much of the other ingredients you would need. Write your answers
in the table below.
For Macaroni Margarine Flour Cheese Milk
25 625 g
10
15
With another person or on your own, work out the amounts you would need to
make macaroni cheese for:
1 a party of 10 people 2 a party of 15 people 3 three people.
Add your answers to the table.
On your own, or with another person, find a recipe that serves a set number and
work out the ingredients needed for 15 people and then for three people.
? Review
Do you need more practice in finding and changing amounts? Yes ■ No ■


Talking about negative numbers and using them in everyday life.
Thinking negatively!
In catering I need to understand about negative numbers.
Numbers that are more than zero are called positive numbers and are the ones we usually use.
Some examples of positive numbers are: 2, 6, 7, 12.
Numbers that are less than zero are called negative numbers.
They are written with a minus sign in front of them.
Some examples of negative numbers are: –2, –6, –7, –12.
Notice that the numbers are the same but the negative numbers have a minus sign in front
of them.
Activity 15
Talk about it
Can you think of times when we might use negative numbers?
A number line can help us to understand negative numbers. It’s a bit like a
thermometer scale.
Lower numbers higher numbers

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
Remember
● The more you move to the right on the number line, the higher the number gets.
● The more you move to the left on the number line, the lower the number gets.
So,
7 is a higher number than 3 because it is further to the right on the number line.
–7 is a lower number than –3 because it is further to the left on the number line.
It’s easy to make the mistake of thinking that –7 is higher than –3 because we are
used to thinking of 7 as being bigger than 3. If you look at the number line you
can see that it’s not the case for –7 and –3.
Which number is lower: –5 or 3?
Page 16 Unit 1 L1 NUMERACY N1/L1.2;

SLlr/E2.3,
MSS1/L1.4
Wt/E2.1
Activity 16
Talk about it
Look back at –9 and –4 on the number line on page 16. The –9 is further to the left than –4.
Which is higher, –9 or –4?
Look at –3 and 3. The 3 is further to the right than –3.
Which is lower, –3 or 3?
With another person, try these.

15
1 Which is higher, 3 or –7? 2 Which is lower, 4 or 2? 14
13
3 Which is lower, –2 or –6? 4 Which is higher, –9 or 5? 12
11
5 Is –10 higher or lower than 1? Ring your answer. Higher Lower 10
6 Is –5 higher or lower than 5? Ring your answer. Higher Lower 9
8
Negative numbers are used to show temperatures below 0 °C.
7
0 °C is the temperature at which water freezes. Any temperature lower than
6
that (below freezing) is shown as a negative number.
5
Winter weather maps sometimes show the temperature below freezing.
4
3
Activity 17
Place Temperature
2
Look at the temperatures opposite.
Aberdeen –10 1
Which is the coldest place? Glasgow –2 0
–1
Manchester 0
Which is the warmest place? –2
London 5
–3
Put these temperatures in order starting from Norwich –3
–4
coldest and going to the warmest.
Newquay 12
–5
Place Temperature –6
–7
–8
–9
–10

Freezers
KEEP FROZEN
This product will keep until the ‘Best before date’ only
if kept at or below −18 °C
**** Food freezer Until best before date
*** Freezer compartment Until best before date
** Freezer compartment 1 month
* Freezer compartment 1 week
DO NOT REFREEZE AFTER DEFROSTING
Food may be stored at low temperatures. Freezers keep food very cold and allow us to store it
for a long time.
Freezers are given ‘star ratings’ depending on how cold they keep the food. The colder they
are, the longer the food can be kept.
Star rating Temperature
✳ –6 °C Keeps ready-frozen food for up to a week
✳✳ –12 °C Keeps ready-frozen food for up to a month
✳✳✳ –18 °C Keeps ready-frozen food for up to 3 months
✳✳✳✳ –18 °C Will keep frozen foods for a long time and is
able to freeze fresh foods effectively
Activity 18
1 How long can I keep a packet of frozen peas in a two-star freezer?
2 Which star-rated freezer should I use to freeze my homemade pizzas?
3 Which freezer keeps food at the highest temperature?
4 What is the lowest temperature indicated?
? Review
Do you need more practice in using negative numbers? Yes ■ No ■


Working out how much of each ingredient is needed.
How much of each,

and is it worth it?
Imagine you were asked to provide a
meal for 20 people.
Everybody wanted prawns as a starter.
A quarter of the people wanted salmon

for main course, the rest wanted pork.
So people wanted salmon
and people wanted pork.
Everybody wanted new potatoes.
One half wanted peas and the other half wanted French beans.
So people wanted peas and people wanted French beans.
Activity 19
As a group, fill out the order. (Use the information given on page 8.)
Item Amount per person Number of people Total
Prawns
Salmon
Pork
New potatoes
Peas
French beans
The cost per meal to buy the ingredients was £6.50.
If you charged a total of £125, would you make a profit?
If you wanted a profit of a quarter of the costs, what would you have to charge?
? Review
Do you need more practice in working out portions? Yes ■ No ■

N2/L1.2 L1 NUMERACY Unit 1 Page 19

! Help
Activity H1
With another person, round these numbers to the nearest 10.
1 14 2 26 3 52
4 45 5 82 6 78
1 86 2 124 3 288
4 350 5 899 6 465
1 997 2 2432 3 6759
4 9897 5 1456 6 3500
Activity H2
With another person, round each number to the nearest 10 to estimate the answers.
Use a calculator to work out the accurate answers if you wish.
Estimate Accurate answer
12 + 9 + 23 10 + 10 + 20 = 40 44
105 − 32
19 + 18 + 63
49 × 8
289 × 99
£9.85 × 11
£64.25 × 102

!
Activity H3
With another person, do these calculations.
1 15 × 10 2 45 × 100 3 124 × 10
4 36 × 100 5 150 ÷ 10 6 150 ÷ 100
7 480 ÷ 10 8 550 ÷ 100
Activity H4
Put in the missing signs or number.
1 250 10 = 25 2 × 100 = 1500 3 1500 100 = 15
4 25 × = 250 5 500 ÷ =5 6 ÷ 10 = 65
Activity H5
The first row of the table gives the recipe for 10 scones.
Work out the ingredients needed for different numbers of scones and fill in the table.
No. of scones Butter Sugar Eggs Flour Milk
10 30 g 25 g 1 100 g 150 ml
20
15
Activity H6
Use a number line to work out the temperatures and fill in the chart.
Temperature now Fall or rise in temperature New temperature
3 A fall of 6 degrees
–4 A rise of 10 degrees
–5 A rise of 2 degrees

▼
Extension
Activity E1
1 There are 41 guests travelling to a wedding by minibus.
Each minibus holds 12 passengers.
How many buses will be needed?
2 You need 52 bottles of wine for a party.
A box holds 6 bottles.
How many boxes will you need?
3 There are 100 guests at a wedding.
Each table in the room seats 8 people.
How many tables will you need?
Activity E2
Use a recipe book, magazine or the Internet to find a recipe that serves a set
number of people.
Scale the recipe up or down to serve three-quarters of the number of people it is

meant to serve.
Now work out how much you would need for 10 and then 100 people.
Activity E3
The chart shows the temperature in London on one day.
Work out the temperatures in the other places and complete the chart.
Place Difference in temperature from London Temperature (°C)
London ––––––––––––––––––––––––––––––––––––– –1
New York 10 degrees colder
Sydney 21 degrees warmer
Moscow –25
Hong Kong 28
Oslo 13 degrees colder
Rio de Janeiro 26

▼
Mini-projects
▼
▼
▼
Activity M1
You have been asked to organise 24 packed lunches for a day trip.
Each person gets:
1 cheese sandwich 1 ham sandwich (two slices of bread for each)
1 packet of crisps 1 chocolate bar
1 piece of fruit (one-third want an apple and the rest want an orange)
1 orange cordial drink (1 litre each)
Look in local shops and supermarkets, or on supermarket websites, for the costs of
the contents of the lunches.
Round the prices and give an estimate of the costs. Compare it with the actual costs.
Work out how many loaves of bread, how many packets of ham, etc. you would
need.
The organiser then tells you that one-quarter don’t want ham and would prefer two
cheese sandwiches. How many more cheese sandwiches would you need to make?
Activity M2
The milk delivery person has to estimate each day how many bottles of milk he
needs for each street. The chart shows how many he estimated for one week. He
didn’t always get it right. Fill in the rest of the table.
Day Bottles estimated Actual delivery Difference
Monday 10 15 –5
Tuesday 8 –2
Wednesday 9 –1
Thursday 11 9
Friday 14 2
Saturday 16 –4
Sunday 4 6
As a group, work out how many bottles of milk are used by the group each week.
Talk about times when you might need more or less milk. Imagine you’re a milk
delivery person. As a group, make up a table of your own. Try different numbers
and see what results you get.

✓ Check it
Activity C1
Ring the correct answers.
1 365 multiplied by 10 is 36 500 3605 3650
2 £500 divided between 100 people is £50 £5 50p
3 750 divided by 10 is 750 75 7500
4 5500 divided by 10 is 55 55 000 550
5 23 multiplied by 100 is 2300 23 000 230
Activity C2
1 A good estimate for 19 × 21 is 500 400 4000
2 A good estimate for 12 + 17 + 21 is 40 60 50
3 A good estimate for 52p + 66p + 79p is £2 £1.80 £3.10
4 A good estimate for 199 × 9 is 9999 2000 200
5 A good estimate for 199 divided by 9 is 19 20 29
Activity C3
Use estimation to check whether these answers make sense. Do them in your head
if you can.
1 19 × 18 = 4000 Yes ■ No ■
2 12 + 9 + 48 = 69 Yes ■ No ■
3 448 − 321 = 769 Yes ■ No ■
4 63 divided by 21 = 30 Yes ■ No ■
5 149 divided by 29 = 50 Yes ■ No ■

✓
Activity C4
1 156 rounded to the nearest 100 is 150 100 200
2 2563 rounded to the nearest 1000 2000 2600 3000
5 1234 rounded to the nearest 1000 is 12 000 2000 1000
Activity C5
Put these numbers in the right order, starting with the lowest.
10, –6, –23, 23, 7, 32, –2, 0, 4, –1 , 12, –9
lowest
highest
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ............................................

A Answers
Introduction to Activity 1 Activity 8
6360, 6400, 6000 1 2750 g or 2.75 kg
6355 2 14000 g or 14 kg
3 4500 g or 4.5 kg
Activity 1
4 550 g or 0.55 kg
1 1800 2 5000 3 1200 4 655
5 8500 g or 8.5 kg
5 2 000 000 6 2730 7 1590 8 850
9 900 10 1000 Activity 9
He needs another 1000 g or 1 kg of carrots.
Activity 2
1 Yes 2 No 3 Yes 4 Yes 5 Yes
9370, 9300
About To the nearest Activity 10
1 10 10 £5
2 290 10 or 300 to the nearest 100 1 £150 2 Yes 3 £17.50 4 Yes 5 £75
3 21 000 1000
Activity 11
4 250 000 1000
Menu Amount for Amount Amount
Activity 3 item 1 person for 10 people for 100 people
1 2 2 3 3 2
Prawns 70g 700g 7000g or 7kg
4 11 5 4 6 4
Mashed 170g 1700g or 1.7kg 17 000g
£28 to nearest £10 is £30. potato or 17kg
£2.25 to nearest £ is £2.
Peas 85g 850g 8500g or 8.5kg
Activity 4 Carrots 110g 1100g or 1.1kg 11 000g or 11kg

1 £1 2 £6 3 £4 Lamb 275g 2750g or 2.75kg 27 500kg or 27.5kg
4 £10 5 £5 6 £1
7 £121 8 £9 9 £91 Talk about it
Free bottles of lemonade buy 6 get 3 free
Activity 5 Buy 8 get 4 free
Talk to your teacher.
Doubling and halving recipes
Activity 6 For Butter Syrup Sugar Oats
1 I rounded the amounts down so I didn’t allow 16 100 g 200 g 100 g 200 g
enough money to pay the bill. I should have
4 25 g 50 g 25 g 50 g
rounded up to make sure I had enough.
2 The room was bigger than my rounded values, Activity 12
so I was short of carpet.
1 a 1 bucket of cement
3 The estimate didn’t cover my costs because both b 6 of sand and 2 of cement
of my rounded values were less than the actual
2 2 parts of flour to 1 part of margarine
values.
3 10 litres of water
Activity 7 4 8 litres of water
1 90 yes
Activity 13
2 40 no He added instead of taking away
1 45 sandwiches and 30 drinks
3 4500 no He missed the 0 of the 90
2 40 vegetarian meals
4 £2 no He counted the 50p as £50. It should
have been entered on his calculator as .5 3 90
4 400

A
Activity 14 Help
For one person, I would need 50 g of cheese and
Activity H1
150 ml of milk.
To nearest 10
For Macaroni Margarine Flour Cheese Milk 1 10 2 30 3 50 4 50 5 80 6 80
25 625 g 250 g 250 g 1250 g 3750 ml To nearest 100
10 250 g 100 g 100 g 500 g 1500 ml 1 100 2 100 3 300 4 400 5 900 6 500
To nearest 1000
15 375 g 150 g 150 g 750 g 2250 ml
1 1000 2 2000 3 7000
3 75 g 30 g 30 g 150 g 450 ml 4 10 000 5 1000 6 4000
–5 is lower Estimate Accurate answer
Activity 16 12 + 9 + 23 10 + 10 + 20 = 40 44
–4 is higher than –9 105 − 32 100 − 30 = 70 73
–3 is lower than 3 19 + 18 + 63 20 + 20 + 60 = 100 100

1 3 2 2 3 –6 4 5 5 Lower 6 Lower 49 × 8 50 × 10 = 500 392
289 × 99 290 × 100 = 29000 28611

Activity 17
The coldest place is Aberdeen. £9.85 × 11 10 × 10 = £100 £108.35
The warmest place is Newquay. £64.25 × 102 60 × 100 = £6000 £6553.50
Place Temperature
Activity H3
Aberdeen –10
1 150 2 4500 3 1240 4 3600
Norwich –3
5 15 6 1.5 7 48 8 5.5
Glasgow –2
Manchester 0
Activity H4
1 ÷ 2 15 3 ÷ 4 10 5 100 6 650
London 5
Newquay 12 Activity H5
No. of scones Butter Sugar Eggs Flour Milk
Activity 18
10 30 g 25 g 1 100 g 150 ml
1 One month 2 Four-star
20 60 g 50 g 2 200 g 300 ml
3 One-star 4 –18 °C
1
5 15 g 12.5 g 2 50 g 75 ml
Activity 19 15 45 g 37.5 g 12
1
150 g 225 ml
Item Amount Number Total
per person of people Activity H6
Prawns 75 g 20 1500 g/1.5 kg Temperature now New temperature
Salmon 400 g 5 2000 g/2 kg 3 –3
Pork 175 g 15 2625 g/2.625 kg –4 6
New potatoes 110 g 20 2200 g/2.2 kg 2 –6
Peas 85 g 10 850 g –5 –3
French beans 85 g 10 850 g 7 0
1 No
2 I would have to charge £162.50.

A
Extension Check it
1 4 2 9 3 13 1 3650 2 £5 3 75 4 550 5 2300
Check your work with your teacher. 1 400
2 50 Discuss other answers.
Activity E3
3 £2 Discuss other answers.
Place Difference in temperature Amount 4 2000
from London
5 20
London – –1
New York 10 degrees colder –11

Activity C3
1 No 2 Yes 3 No 4 No 5 No
Sydney 21 degrees warmer 20
Moscow 24 degrees colder –25 Activity C4

Hong Kong 29 degrees warmer 28 1 200 2 3000 3 4700 4 400 5 1000
Oslo 13 degrees colder –14 Activity C5

Rio de Janeiro 27 degrees warmer 26 lowest highest
–23 –9 –6 –2 –1 0 4 7 10 12 23 32
Mini-projects
Activity M1
Check your work with your teacher.
Activity M2
Day Bottles Actual Difference
estimated delivery
Monday 10 15 –5
Tuesday 8 10 –2
Wednesday 9 10 –1
Thursday 11 9 2
Friday 14 12 2
Saturday 16 20 –4
Sunday 4 6 –2

2 The cost of driving
My name is Sharon. My two
children often go to after-
school activities. It is very
difficult to take them on the
bus because they go to
different places. I have just
passed my driving test. Now
I need to look for a car.
Before I buy a car I need to
find out how much it will
cost me to buy and run.
Talk about it
Do you drive?
Do you have a car?
Have you ever tried to work out how much it costs to run a car?

■ Working with numbers N1/L1.1
■ Understanding the connection between fractions,

decimals and percentages N2/L1.3
■ Working with decimals N2/L1.4, 7
■ Understanding and working with percentages N2/L1.8, 9, 10
■ Knowing how to use a calculator N2/L1.11
■ Knowing how to work with money MSS1/L1.1
■ Knowing how to work out distances MSS1/L1.5

Understanding fractions, decimals and percentages. Working with money.
Who drives?
I have just passed my driving test.

I have to exchange my provisional
licence for a full licence.
Activity 1
How much will my driving licence cost?
My provisional licence cost £29.00. Remember

I have to pay £12.00 to change it to a full licence. To add money, use a place value table:
Provisional licence £29.00 H T U •
Change provisional licence to a full licence £12.00 1 0 3 • 0 5

2 6 • 2 3
My driving licence will have cost
1 2 9 • 2 8
I wanted to find out how many people have a driving licence.
I asked 10 men and 10 women whether they had a driving licence.

I used a table to record my results.
Driving licence No driving licence
Men 8 2
Women 7 3
Activity 2
These results can be written as fractions, decimals, and percentages.
8 out of 10 is
Fraction Decimal Percentage
8
10
0.8 80%
8
This is how changes to 80%.
10
The fraction changes to a decimal: 8 ÷ 10 = 0.8
Tip
Dividing by 10 and 100
● When dividing by 10, the digits move 1 place to the right 8 ÷ 10 = 8.0 ÷ 10 = 0.8
● When dividing by 100, the digits move 2 places to the right 8 ÷ 100 = 8.0 ÷ 100
Page 2 Unit 2 L1 NUMERACY N2/L1.3, 6, 9; MSS1/L1.1

The decimal changes to a percentage: 0.8 × 100 = 80%
Tip
Multiplying by 10 and 100
● When multiplying by 10, the digits move 1 place to the left 0.8 × 10 = 8.0 × 10 = 80.0
● When multiplying by 100, the digits move 2 places to the left 0.8 × 10 = 8.0 × 100 = 800.0
The fraction changes to a percentage:

8
10
× 100
= 8 ÷ 10 × 100
= 0.8 × 100 = 80%
Remember
To change from fraction to decimal, divide the top (the numerator) number in the fraction by the bottom
number (the denominator). You may need to use a calculator.
To change from a decimal to a percentage, just multiply the decimal by 100.
To change from a fraction to a percentage, change it to a decimal first, then multiply this by 100.
1 Write 7 out of 10 as a 2 Write 3 out of 10 as a
Fraction Decimal Percentage Fraction Decimal Percentage
Activity 3
80 per cent = 80%. This means 80 out of 100.
80
Change 80% to a fraction by writing it as .
100
The fraction can be simplified because both the numerator (80) and the
denominator (100) can be divided by 10.
Numerator 80 ÷ 10 = 8 Denominator 100 ÷ 10 = 10

80 8
Therefore, = .
100 10
This can be simplified even further because both 8 and 10 can be divided by 2.
8 4
Numerator 8 ÷ 2 = 4 Denominator 10 ÷ 2 = 5 therefore, =
10 5
So 80% = = =
80 8 4
.
100 10 5
Remember
To change a percentage to a fraction, write the precentage as a fraction with a
denominator of 100.
Then simplify the fraction if possible.

1 Change 20% into a fraction. Simplify the fraction. ........................................................................
2 Change 30% into a fraction. Simplify the fraction. ........................................................................
80% can be changed to a decimal by dividing 80 by 100. 80 ÷ 100 = 0.8
Tip
● The word ‘per cent’ means ‘in every hundred’.
● To change a percentage to a decimal, just divide by 100.
3 Change 70% to a decimal. ........................................................................
4 Change 20% to a decimal. ........................................................................
Activity 4
I can use a place value table to change a decimal to a fraction.
Change 0.7, 0.17 and 0.493 to fractions.
Units • Tenths Hundredths Thousandths
0 • 7 0 0
0 • 1 7 0
0 • 4 9 3
7
0.7 is 7 tenths, 0 hundredths, 0 thousandths =
10
17
0.17 is 1 tenth, 7 hundredths, 0 thousandths =
100
493
0.493 is 4 tenths, 9 hundredths and 3 thousandths =
1000
493
0.493 is the same as the fraction
1000
Use the place value table below to change decimals to fractions.
1 0.4 is the same as the fraction Units • Tenths Hundredths Thousandths
0 •
2 0.62 is the same as the fraction
0 •
3 0.125 is the same as the fraction 0 •
Simplify the fraction where necessary.
Activity 5
National statistics show that about 80% of men hold a driving licence. If there are
approximately 125 200 men in a town, how do you work out how many have a
driving licence?

Remember
Finding a percentage of a number – the 10% method
10 1
10% = = so 10% is one tenth.
100 10
1
To work out divide by 10.
10
Use 10% to find 20%, 30%, … and so on.

1
e.g. 10% of 150 is of 150 = 150 ÷ 10 = 15
10
so 5% of 150 is 15 ÷ 2 = 7.5
20% of 150 is 2 × 15 = 30
30% of 150 is 3 × 15 = 45
40% of 150 is 4 × 15 = 60
Use the 10% method to work out 80% of 125 200

10% of 125 200 is ........................................................................
80% of 125 200 is 8 × ........................................................................
so approximately ........................................................................ men in the town

have driving licences
Here are some figures about car ownership in the United Kingdom.
● 10% of households do not have a car.
● 65% of households have one car.
● 25% of households have two or more cars.
There are 375 600 households in my town.

1 How many households do not have a car? ..............................................................................
2 How many households have one car? ........................................................................................
60% of 375 600 = .....................................................................................................................................
5% of 375 600 = .......................................................................................................................................
3 The number of households with two or more cars is .........................................................
4 25% is the same as a simple fraction. What fraction is the same as 25%?
Use this information to check your answers to question 3. Show how you did this.
..................................................................................................................................................
My friend lives in a large town. There are 768 500 households in her town.
5 How many households do not have a car? .....................................................................................................................
6 How many households have one car? ...............................................................................................................................
? Review
Do you need more practice in working with percentages,

fractions and decimals?
Yes ■ No ■

Using large numbers, working with decimals and money. Using a calculator.
Does size really matter?
The first thing I have to do is to decide what size

car I can afford to buy. I want to know whether a
small car will be cheaper than a large car. I need to
find out whether size really matters.
I need a car that is not too expensive to

buy, is not too expensive to insure and
will not be too expensive to tax!
Activity 6 Remember
The table shows the engine size and price of six cars. 1000 cc = 1 litre
Engine sizes are measured in litres (l) or sometimes in cubic centimetres (cc).
Engine Size (l) 2.0 1.4 1.8 1.6 1.2
Price £12 633 £8947 £11 604 £10 624 £6999
It is easier to compare the cars if the information is rearranged in order of price,

starting with the dearest. Use a place value table to sort the numbers.
Hundred Ten Thousands Hundreds Tens Units

thousands thousands
1 2 6 3 3
8 9 4 7
12 633 is 1 ten thousand, 2 thousands, 6 hundreds, 3 tens and 3 units.
8 947 is 8 thousands, 9 hundreds, 4 tens and 7 units.
£12 633 is bigger than £8 947.
The most expensive car costs £12 633. The engine size is 2.0 litres.
This information has been entered into the last column in the table below.
1 Arrange the cars in order of price, starting with the cheapest. Write the price
and engine size in the table.
Look at the table. It will help you to answer these questions.
Price £12 633
Engine size 2.0
Page 6 Unit 2 L1 NUMERACY N1/L1.1; N2/L1.4, 11; MSS1/L1.1

2 How much does the most expensive car cost?
3 What is the engine size of the highest priced car?
4 What is the lowest price?
5 What is the engine size of the lowest priced car?
6 How much does the 1.6 litre car cost?
7 Does engine size affect the price of a car?
Activity 7
I shall have to have insurance for my car. Does

engine size affect the cost of the insurance?
Engine capacity (cc)

Here are some figures for the cost of car Age Gender Below 1550 1550 and over
insurance by driver’s age and gender for a
year. The costs are for insuring cars in city 20 Female £2196 £4688
centres. City centres are classed as ‘high risk’ 20 Male £3193 £5984
areas, so insurance premiums are high.
30 Female £1097 £1564
Work out the difference in annual insurance
for the different sizes of engines. 30 Male £1309 £1872
Use your calculator to subtract these large numbers.
Do it like this (1550 cc and over) − (Below 1550 cc) Difference in cost
20-year-old female: £4688 − £2196 £2492
1 20-year-old male: ............................................................... .................................
2 30-year-old female: ............................................................... .................................
3 30-year-old male: ............................................................... .................................
4 Give the age and gender of the person with the biggest difference in cost.
........................................................................
5 Who will pay the lowest insurance?
Age Gender Engine size
6 Who will pay the highest insurance?
Age Gender Engine size

Activity 8
Car tax, formerly known as road fund tax, must be paid for every car on the road.
You can pay the tax once a year or once every six months.
Engine size 12-month rate (£s) 6-month rate (£s)
Under 1550 cc 105.00 57.75
1550 cc and over 160.00 88.00
1 What is the difference in tax for cars with engines under and over 1550 cc for
12 months?
Work it out like this.
Engine size over 1550 cc − £160.00
Engine size under 1550 cc − £105.00
Saving
2
I shall buy a car with an engine of less than 1550 cc
because it will be cheaper to tax. I am not sure if I shall
be able to afford to pay car tax at the 12-month rate.
How much will it cost to tax the car for 6 months?
3 How much will it cost to tax the car for 12 months if you pay at the 6-month rate?
4 How much will you save in a year if you pay at the 12-month rate?
Answer questions 5 to 7 for a car with an engine over 1550 cc.
5 How much will it cost to tax this car for 6 months?
6 How much will it cost to tax the car for 12 months at the 6-month rate?
7 How much will be saved in a year if tax is paid at the 12-month rate?
? Review
Do you need more practice in working with numbers? Yes ■ No ■


Working with money and using a calculator.
How much will it cost?
I have saved some money to buy a car. I do not have enough money
to buy the car that I want, so I need to borrow some more money.
Activity 9
Banks, building societies and finance companies

advertise personal loans. I could borrow money from
one of these institutions to pay for my car.
I shall need to have a loan that I can pay back over 5 years, which
is 60 months, so that I can afford the monthly payments.
I shall need to use a calculator to work out the cost of borrowing.
As well as paying back the money borrowed, you have to pay interest to the bank.
How much interest will be paid on a loan of £5000 taken over 60 months?
A finance company tell Sharon that if £5000 is borrowed, the repayments will be
£113.99 a month for 60 months.
60 × £113.99 = £6 839.40
Remember
That means Sharon will have repaid the finance
Calculating interest
company £6839.40.
Interest = total amount paid − amount of loan
How much interest will Sharon pay?
£6839.40 − £5000 = £1839.40
1 If Sharon borrows £5000 from a building society,
she will have to pay £102.81 a month (for 60 months).
a How much will she pay the building society? ........................................................................
b How much interest will she pay? ........................................................................
2 If Sharon borrows £5000 from a bank she will have to pay £107.29 a month (for 60 months).
a How much will she pay the bank? ........................................................................
b How much interest will she pay? ........................................................................
3 Write the loans in order of cost, starting with the cheapest.
Cost of loan
Lender
MSS/L1.1; N2/L1.11 L1 NUMERACY Unit 2 Page 9

Activity 10
• Cash price: £5995.00
• Deposit: £1000
If I buy a car from a garage, I could • Followed by 35 monthly payments of £119.08
apply for a car loan through the garage. • Followed by final payment of £2478.33
This is part of an advertisement that
• A £95.00 acceptance fee is payable with the
was in my local paper. first monthly payment and a £40.00 credit
facility fee is payable with the last payment.
This is how Sharon worked out the cost.
Deposit £1000.00
Acceptance fee £95.00
35 × £119.08 £4167.80 She worked out the interest.
Final payment £2478.33 Interest = total payment − cash price
Credit facility fee £40.00 Interest = £7781.13 − £5995.00 = £1786.13
Total payment £7781.13
1 a How much will this car cost?
Deposit
Cash Price £5999.00
Deposit £500.00 60 × £123.73

60 monthly payments of £123.73
£144.00 documentation fees Documentation fees
Total
b How much interest will be paid? − £5999.00 =
2 a How much will this car cost?
Deposit
Cash Price £10 200
Deposit £0
60 × £170.00
60 monthly payments of £170.00
Total
b How much interest will be paid? − £10 200 =
? Review
Do you need more practice in working with money? Yes ■ No ■


Working with money and percentages. Using a calculator.
Percentage rises and falls

Activity 11
I have found a second-hand

car. It costs £1600. I have
to pay a deposit of 20%.
How do I work out how much I must

pay as a deposit?
10% of 1600 = 1600 ÷ 10 = 160

20% of 1600 = 2 × 160 = 320
What percentage of the price is left to pay?
100% − 20% = 80%

How much is left to pay?
£1600 − £320 = £1280

The rest can be paid in equal amounts over 8 months.
How much will have to be paid each month?
£1280 ÷ 8 = £160.00
Here are details of some cars I have seen.
Car Cash Pay over Deposit Left to pay Payment each month
........ months
Fiesta 1700 10 2× .............. = .............. 1700 − .............. = .............. .............. ÷ 10 = ..............
Clio 1900 8
Ka 2250 9
Micra 1870 10
Punto 2340 6
Each car requires a 20% deposit. The rest can be paid off over the number of
months shown.
Work out the deposit, what I still have to pay and how much I will have to pay
each month.
I have saved £400 for the deposit. Does this influence which car I choose?
..................................................................................................................................................
N2/L1.9, 10, 11; MSS1/L1.1 L1 NUMERACY Unit 2 Page 11

Activity 12
My neighbour, Mick, is a car mechanic. He buys cars and does

them up. He adds on a percentage, which depends on how long
the work takes him.
He needs to know how to work out the percentage increase.
He uses the 10% method to find percentages.
1 On one car he spent £840 and he decided to add 20%. Fill in the blanks
10% of £840 = ..........................................................................................................................................
20% of £840 is 2 × ..................................... = .....................................
Mick will add ..................................... to the cost of the car,
He will sell it for ..................................... + ..................................... = .....................................

(cost) (increase)
2 Mick bought a used car at a car auction for £715.00. He spent £385.00 on parts
to repair the car. He makes a 20% profit on his total costs when he sells the car.
Car costs
Purchase price ........................................................................
Parts cost ........................................................................
How much money does Mick spend on this car? .................................................................
He decides to charge 20% for his work.
How much did Mick charge for his work?
..................................................................................................................................................
..................................................................................................................................................
Mick will sell the car for ........................................................................
3 Mick has to spend a lot of time on another car, although the parts for it were
not as expensive. He decided to charge 35% for his work. He bought the car for
£675 and the parts came to £185.
How much did Mick spend on this car?
..................................................................................................................................................
How much did Mick charge for his work?
..................................................................................................................................................
..................................................................................................................................................
How much did Mick sell the car for? ........................................................................

Activity 13
I know that, when I have a car, I ought to have some kind of breakdown
cover. I have been finding out about the breakdown recovery services.
At college I used the Internet and found one service offering a percentage
reduction if I join on-line.
Normal price On-line reduction
Roadside £64.00 45%
Recovery £100.00 15%
Comprehensive £150.00 20%
10% of £64 is .....................................
5% of £64 is .....................................
You can work out the percentage reduction for roadside cover like this.
45% of £64 = 4 × ..................................... + .....................................
= ..................................... (reduction)
£64 − ..................................... = .....................................
So the reduced cost is .....................................
£64 reduced by 45% is £35.20
1 Work out the on-line cost for recovery cover.
..................................................................................................................................................
..................................................................................................................................................
2 Work out the on-line cost for comprehensive cover.
..................................................................................................................................................
..................................................................................................................................................
3 Which type of cover has the largest percentage reduction?
..................................................................................................................................................
? Review
Do you need more practice in working with percentages? Yes ■ No ■


Working out distances.
How far is it?
Activity 14
I want to find out how far it is from Coventry to places I need to drive to.
It will help me to estimate how many miles I drive in a year.
Birmingham
Nuneaton
Coventry
Rugby
Warwick
Scale: 1 cm to 3 miles.
I use this map to work out distances. My children want to visit the castle in Warwick.
How many miles is it from Coventry to Warwick?
Page 14 Unit 2 L1 NUMERACY MSS1/L1.5

Use a ruler marked in centimetres to measure the distance from Coventry to Warwick.
Coventry to Warwick is 5 cm.
Work out the actual distance like this.
1 cm = 3 miles, so work out how many miles it is to Warwick. This is how you
work it out.
5 cm = 5 × 3 miles = 15 miles.
It is 15 miles from Coventry to Warwick.
Use a ruler marked in centimetres to measure the distances on the map.
Work out the actual distances in miles.
1 I drive to Nuneaton to see a friend.
The distance on the map is ........................................................................ cm.
The actual distance is ........................................................................ miles.
2 I drive my parents to Birmingham New Street Station to catch a train.
3 I drive to Rugby to visit my brother.
Activity 15
A road distance chart is useful when trying to work out long journeys.
Distance in miles
London
109 Birmingham
153 102 Cardiff
56 64 105 Oxford
274 200 298 247 Newcastle
184 79 171 142 128 Manchester
394 287 370 350 143 211 Glasgow
196 127 229 172 82 64 207 York

Distance charts do not include every city and town. I live in Coventry but
Coventry is not on the distance chart. Birmingham is quite close to Coventry so I
can look up distances from Birmingham.
Tip
Using a distance chart
To find the distance between London and Newcastle, look down the
column labelled London until you reach the row labelled Newcastle.
Read the value: 274 miles.
I have friends and relations in different parts of the country. It would be great to
be able to visit them.
1 My aunt lives in Cardiff.
The distance between Birmingham and Cardiff is miles.
2 My sister lives in Glasgow.
The distance between Birmingham and Glasgow is miles.
3 My friend lives in York.
The distance between Birmingham and York is miles.
4 We go to Manchester in the summer.
The distance between Birmingham and Manchester is miles.
5 Use the distance chart to work out the total distance of the following trip.
Birmingham to York to Manchester to Birmingham is ..............................................................
This is a total of miles.
6 Plan a route between some of the towns and cities in the table.
Write it down and work out the total distance.
..................................................................................................................................................
..................................................................................................................................................
? Review
Do you need more practice in working out distances? Yes ■ No ■


Working with money and percentages. Rounding decimals and using a calculator.
Feeding the beast

I estimate that I will drive around
10 000 miles each year.
I want to work out how much
petrol will cost for different cars.
Activity 16
Petrol consumption figures are given in miles per gallon (mpg). Petrol is now sold
in litres.
Here’s how to convert (approximately) from miles per gallon to miles per litre
(mpl):
1 litre is approximately equal to 0.22 gallons.
Miles per gallon × 0.22 = miles per litre
30.4 mpg = 30.4 × 0.22 = 6.688 mpl = 6.7 mpl (to 1 decimal place)
so 30.4 mpg is approximately the same as 6.7 mpl.
Work out the petrol consumption for each car in miles per litre.
Remember
Rounding decimals 2nd decimal place
round up
5 or more
to one decimal place: 23.453 → 23.5

to one decimal place: 23.435 → 23.4
2nd decimal place
leave digit alone
4 or less
Write your answer to one decimal place.
Engine size (cc) Miles per gallon (mpg) Miles per litre (mpl)
1 1.0 37.9 mpg
2 1.6 32.7 mpg
3 2.0 29.5 mpg
MSS1/L1.1; N2/L1.4, 7, 9, 11 L1 NUMERACY Unit 2 Page 17

Activity 17
I want to work out how many litres of petrol

different cars will use in a year. I estimate that
I will drive around 10 000 miles each year.
Tip
Litres used = total number of miles driven in a year ÷ number of miles per litre.
Work out the number of litres of petrol used in a year. Give the answer to the
nearest whole number of litres.
Remember
Rounding to the nearest whole number
If the first digit after the decimal point is less than 5, it is nearer to the whole number
that is written. For example, 234.41 = 234 to the nearest whole number.
If the first digit after the decimal point is 5 or more, it is nearer to the next whole
number. For example 234.65 = 235 to the nearest whole number.
234.41
234 234.5 235
234.65
The car does approximately 6.7 miles to the litre.
Number of miles per litre = 6.7.
Total number of miles driven in a year = 10 000
Number of litres used 10 000 ÷ 6.7 litres = 1492.5373 litres
Answer to the nearest whole number of litres = 1493 litres
Imagine that you drive around 10 000 miles each year and answer the questions.
1 How many litres of petrol will each car use? Give your answer to the nearest litre.
Engine size (litres) Miles per litre Number of litres
1.3 8.8
1.6 6.6
2.0 6.5
2 Which car will be the most economical to run?

Activity 18
You want to find out how much a year’s supply of unleaded 95 octane petrol will
cost.
You also want to work out how much of this the Inland Revenue will take in tax!
You can choose to buy your petrol at a garage or at a big supermarket.
Average price per litre Tax
Garages 74.9p 75%
Supermarkets 73.2p 77.5%
You can work out how much 1135 litres of petrol will cost if you buy it at a
garage.
Garage petrol costs 74.9 pence a litre
1135 litres costs 1135 × 74.9p = 85 011.5p

It is easier to understand the cost if you divide by 100 to change it from pence to
pounds.
85 011.5 ÷ 100 = £850.115 which is £850.12 to the nearest penny.
1 Work out the cost of petrol for the cars in Activity 17 at garage prices. Fill in
the table.
Engine size (litres) Miles per litre Number of litres Cost (to nearest penny)
1.3 8.8
1.6 6.6
2.0 6.5
How much of this will the Inland Revenue take in tax?
Here are two ways of working out 75%. If I want to know how much the Inland
Revenue gets when I buy petrol at a garage, I can do:
A the 10% method
10% of £850 = £850 ÷ 10 = £85

75% of £850 = 7 x £85 + 1
2
of £85
= £595 + £42.50
= £637.50
B using known percentages
75% is 50% + 25%

75% of £850 = 50% of £850 + 25% of £850
1 1
= 2
of £850 + 4
of £850
= £425 + £212.50 = £637.50

2 Assume you use about 1200 litres of petrol each year. Work out the cost of the
petrol in pounds, from the garage, to the nearest penny. Then find out how
much of this money the Inland Revenue will take in tax.
1 200 litres of petrol @ ........................p each litre costs ........................p = £........................
10% method
10% of £........................
1
75% of £........................ = 7 × ........................ + of ........................
2
= ........................ + ........................
= £........................
Check your answer, using 50% and 25%.
50% of £........................ = ........................
25% of £........................ = ........................
75% of £........................ = ........................
3 a My local garage charges 78.9p a litre for unleaded 95 octane petrol.
How much will it cost to buy a year’s supply of petrol (1200 litres) from that garage?
.................................................................................................................................................. £
b Tax is 75%. How much tax will I pay?
.................................................................................................................................................. £
Check your answers by using another method.

..................................................................................................................................................
..................................................................................................................................................
? Review
Do you need more practice in working out percentages? Yes ■ No ■


! Help
Activity H1 7 December replace brake pads £35.50
A car needs regular servicing to keep it 19 December six-monthly service £56.07

running well. If it is three years old or
20 March replace three tyres £151.45
more, it will need an MOT every year.
Here are the garage bills for a friend’s 3 July six-monthly service £72.85
car for last year. How much did the
MOT £37.00
friend pay to the garage in total?
Total
Activity H2
Practise with fractions, decimals and percentages.
1 Complete the table:

1
20
0.05 5%
0.1
1
4
0.5
75%
1
8
0.375
62.5%
Activity H3
A car costs £10 200. How much does the car cost if you
pay a 50% deposit and 60 monthly payments of £85.00.
Deposit
60 × £85.00
Total cost

Activity H4
3
The petrol tank in my car holds 38.00 litres. The petrol gauge shows a full tank.
4
What percentage of the tank is filled?
How much petrol is in the tank?
Last week I filled my car with 36.5 litres of unleaded petrol at a garage.
The petrol cost 75.1 pence a litre.
How much did I pay? £ (you may need to round your answer)
Activity H5
Use the distance chart to find these distances:
London to Leeds London to Dover
London to Aberdeen Cardiff to Fort William
Leeds to Cardiff
Distance in miles
London
198
Leeds
79 271 Dover
548 331 587 Aberdeen
152 230 238 532 Cardiff
522 335 591 156 513 Fort William

▼ Extension
Activity E1
Here are some figures for car ownership by household.
1 Change between percentages, decimals and fractions.

Write your answers in the table.
Percentage Decimal Fraction
No car 0.25
3
One car 5
Two cars 20%
There are 24 092 500 households in the UK.
2 The number of households with no car is
3 The number of households with one car is
4 The number of households with two cars is
Activity E2
I found this advertisement in my local paper.
The garage has reduced the price of these two cars by BLOWN AWAY!
a percentage of the original price.
Micra 1.0 Tempest Micra 1.0 Twister
Work out the reduced new prices.
List price £7495 List price £7895
The reduced price for the Tempest is . 10% reduction 5% reduction
The reduced price for the Twister is .
Activity E3
Investigate the cost of petrol in your region.
Use the garage prices for unleaded 95 octane petrol.
1 Petrol in my region costs .
2 1250 litres of petrol will cost £ .
3 The Inland Revenue will collect £ .

▼
Mini-projects
▼
▼
Activity M1
Work out the cost of running your car or motorcycle over one year.
The AA publish The Insider’s Guides. If you have access to ICT, visit the AA website
to find out more about the guides.
www.theaa.com
Activity M2
Carry out a petrol price survey in your area.
Check the supermarket price.
Work out the average garage price.
Find out where the cheapest petrol is sold.
www.PetrolBusters.com is a website that tells you where to find the cheapest

petrol in your area.
Activity M3
Investigate the cost of breakdown services. Which is the best buy for you?
If you have access to the Internet, try these websites:

www.rac.co.uk
www.greenflag.co.uk
www.theaa.com
If you have access to the Internet, here are some websites with useful information
about cars and driving.
Driving tests
www.dsa.gov.uk
www.driving-tests.co.uk
Information
www.parkers.co.uk
www.dvla.gov.uk

✓ Check it
Activity C1
Complete the table:

1
10
0.25
50%
2
5
0.75
Activity C2
Jane’s car cost £6500. She paid a deposit of 40% of the full price.
How much was the deposit?
The remainder was paid in equal amounts over 24 months.
How much did Jane pay each month?
Activity C3
My petrol tank holds 45 litres of petrol. Petrol costs 75.3p a litre.
1 If I fill my tank, how much does it cost?
I have used 25% of a full tank of petrol.
2 How many litres of petrol have I used?
3 How many litres of petrol are left?

✓
How am I doing?
I am confident with .....................................................................................................................................
.................................................................................................................................................................................
I need more practice with .........................................................................................................................
.................................................................................................................................................................................
Date: ........................................................................

A Answers
1 £41.00 1 £5984 − £3193 = £2791
2 £1564 − £1097 = £467
Activity 2
3 £1872 − £ 1309 = £563
1 7 , 0.7, 70%, 2 3 , 0.3, 30%
10 10 4 20-year-old male
Activity 3 5 30-year-old female below 1550 cc
1 20 = 2 = 1 2 30 = 3 3 0.7 4 0.2 6 20-year-old male 1550 cc and over
100 10 5 100 10
1 4 = 2 2 62 = 31 3 125 = 1 1 £55.00 2 £57.75 3 £115.50 4 £10.50
10 5 100 50 1000 8
5 £88.00 6 £176.00 7 £16.00
Units • Tenths Hundredths Thousandths
Activity 9
0 • 4 0 0 1 a £6168.60, b £1168.60
0 • 6 2 0 2 a £6437.40, b £1437.40
0 • 1 2 5
3 Cost of loan £6168.60 £6437.40 £6839.40
Lender Building Society Bank Finance Company
Activity 5
10% is 12 520, 80% is 8 × 12 520 = 100 160 Activity 10
So approximately 100 160 men have driving licences. 1 a £500 + £7423.80 + £144.00 = £8067.80
1 37 560 households b £8067.80 – £5999.00 = £2068.80
2 60% of 375 600 = 225 360 2 a £0 + £10 200 = £10 200
5% of 375 600 = 18 780 b £10 200 – £10 200 = £0
65% of 375 600 = 244 140 households Activity 11

3 93 900 households
Car Cash Pay over Deposit Left to pay Payment
4 25% is 1 . Check with your teacher. ...... months each month
4
5 76 850 households Fiesta 1700 10 340 1360 £136
6 499 525 households Clio 1900 8 380 1520 £190
Ka 2250 9 450 1800 £200
Activity 6
Micra 1870 10 374 1496 £149.60
2 £12 633 3 2.0 4 £6999
Punto 2340 6 468 1872 £312
Hundred Ten Thousands Hundreds Tens Units
thousands thousands I do not have enough money for the deposit on the
1 2 6 3 3 Ka or the Punto.
8 9 4 7
1 1 6 0 4
1 0 6 2 4
6 9 9 9
1 Price £6999 £8947 £10 624 £11 604 £12 633

Engine size 1.2 1.4 1.6 1.8 2.0
2 £12 633 3 2.0 4 £6999

5 1.2 6 £10 624 7 Yes

A
Activity 12 10% method
1 20% of £840 is 2 × £84 = £168. 75% of £898.80 = 7 × 89.88 + 1
of 89.88
2
Mick will add £168 to the cost of the car. = 629.16 + 44.94
He will sell it for £840 + £168 = £1008. = £674.10
2 Purchase price = £715 Check
Parts cost = £385 50% of £898.80 = £449.40
Mike spent £1100 25% of £898.80 = £224.70
Mick charged = 2 × 110 = £220 for his work. 75% of £898.80 = £674.10
Mick will sell the car for £1100 + £220 = £1320. 3 a £946.80
3 Mick spent £675 + £185 = £860.00. b £710.10
Mick charged 3 × £86 + 1
of £86 = £258 + £43 = £301.
2
Mick sold the car for £860 + £301 = £1161. Help
10% of £64 is £6.40 £352.87
5% of £64 is £3.20
Activity H2
45% of £64 = 4 × £6.40 + £3.20 = £28.80
Reduced costs = £64 − £28.80 = £35.20 Fraction Decimal Percentage
1 £85 2 £120 3 Roadside 1
20
0.05 5%
1
Activity 14 10
0.1 10%
1 3 cm; 9 miles 2 6 cm; 18 miles 3 4 cm; 12 miles 1
4
0.25 25%
1
Activity 15 2
0.5 50%
3
1 102 miles 2 287 miles 3 127 miles 4 79 miles 4
0.75 75%
5 127 + 64 + 79 = 270 miles 1
0.125 12.5%
8
6 Check with your teacher. 3
0.375 37.5%
8
Activity 16 5
8
0.625 62.5%
1 8.3 mpl 2 7.2 mpl 3 6.5 mpl
Activity H3
Activity 17
Deposit £5 100
1 1136 litres, 1515 litres, 1538 litres
60 × £85.00 £5 100
2 1.3 litre engine
£10 200
Activity 18
Activity H4
1
75%; 28.5 litres; 2741.15p = £27.4115 = £27.41
Engine size Miles per litre Number of litres Cost
(litres) Activity H5
1.3 8.8 1136 £850.86 Use the distance chart on page 15 to find these
1.6 6.6 1515 £1134.74 distances:
2.0 6.5 1538 £1151.96 London to Leeds 198
London to Dover 79
2 1200 litres of petrol @ 74.9p each litre costs
89 880p = £898.80 London to Aberdeen 548
Cardiff to Fort William 513
Leeds to Cardiff 230

A Check it
Extension
1
Percentage Decimal Fraction Fraction Decimal Percentage
25 1 1
No car 25% 0.25 100
= 4 10
0.1 10%
3 1
One car 60% 0.6 5 0.25 25%
4
20 1 1
Two cars 20% 0.2 100
= 5 0.5 50%
2
2
2 6 023 125 3 14 455 500 4 4 818 500 5
0.4 40%
3
0.75 75%
Activity E2 4
1 £6745.50 2 £7500.25
Activity C2
Activity E3
Deposit = £2600
Answers will vary.
Monthly payment = £162.50
Mini-projects Activity C3
1 £33.89 (to nearest penny)
Answers will vary.
2 11.25 litres
3 33.75 litres

3 Time to go
My name is Ben. I love sport. Football

and athletics are my favourites. I like
going to matches and events. I even like
the journey there. I usually travel by bus,
tube or train, or I run if it is not too far.
One of my best memories was when I

went to Manchester to watch the 2002
Commonwealth Games. They were
great! I went on Wednesday 31 July
2002. I set the alarm on my watch for
05:30 because I had to catch an early
train. I didn’t want to miss a minute of
the games! It took around three hours
on the train and then I had to catch the
shuttle bus to the stadium.
I bought a programme and looked at the

timetable of events. There were so
many things to see. I even took my
stopwatch to time some of the runners.
The atmosphere was fantastic.
Talk about it
Do you have a watch? Is it digital? Does it also show the date?
Do you ever travel by bus or train?
How do you know what time the train leaves?
Do you use a timetable?
Have you ever used a stopwatch?

■ Reading, measuring and recording time in common date
formats and using the 12-hour and 24-hour clock MSS1/L1.2
■ Calculating using time MSS1/L1.3
■ Adding and subtracting time MSS1/L1.6
■ Converting units of time MSS1/L1.7

Reading common date formats.
Sporting dates
The last Commonwealth Games in England started on 25 July
2002. This can be written as 25/07/02.
JULY 2002
In this country we write the day first (25), followed by the month
1 2 3 4 5 6 7
(07, as July is the seventh month) and then, finally, the year
8 9 10 <AW 3.2>13 14
11 12
(02, which is short for 2002).
15 16 17 18 19 20 21
22 23 24 25 26 27 28
Activity 1
29 30 31
Look at these calendars and write the correct date in two ways.
The first one has been done for you.
1 2 3
APRIL 2003 JULY 2002 JUNE 2003
1 2 3 4 5 1 2 3 4 5 6 30 1
6 7 8 9 10 11 12 7 8 9 10 11 12 13 2 3 5 5 6 7 8
13 14 15 16 17 18 19 14 15 16 17 18 19 20 9 10 11 12 13 14 15
20 21 22 23 24 25 26 21 22 23 24 25 26 27 16 17 18 19 20 21 22
27 28 29 30 28 29 30 31 23 24 25 26 27 28 29
r
Sue s birthday go to M ancheste
Wimbledon starts
17 April 2003
............................................. ............................................. .............................................
17 / 04 / 03
............................................. ............................................. .............................................
4 5 6
MAY 2003 DECEMBER 2004 SEPTEMBER 2002
1 2 3 4 1 2 3 4 5 6 30 1
5 6 7 8 9 10 11 7 8 9 10 11 12 13 2 3 4 5 6 7 8
12 13 14 15 16 17 18 14 15 16 17 18 19 20 9 10 11 12 13 14 15
19 20 21 22 23 24 25 21 22 23 24 25 26 27 16 17 18 18 20 21 22
26 27 28 29 30 31 28 29 30 31 23 24 25 26 27 28 29
ace Mum s Arsenal vs Man United
race at Crystal Pal Christmas go to at home
............................................. ............................................. .............................................
............................................. ............................................. .............................................
Activity 2
Work out the birthdays of these sports stars.
e.g. David Beckham was 27 years old at the 2002 World Cup. He was born on the
second day of the fifth month. David Beckham’s birthday is 02/05/1975.
1 Kelly Holmes was 32 years old at the 2002 Commonwealth Games. She was
born on the nineteenth day of the fourth month.
..................................................................................................................................................
2 Jonathan Edwards won gold in the triple jump at the 2002 Commonwealth
Games. He was 36 years old, and was born on the tenth day of the fifth month.
..................................................................................................................................................

Understanding time in the 12-hour and 24-hour clock.
Twenty-four/seven
There are 24 hours in the day. Some clocks show a 12-hour clock and repeat the
times twice. Others show a 24-hour clock and show times once.
Football games usually kick off at 3 o’clock in the afternoon. This can be written
as 3 pm using a 12-hour clock, or 15:00 (1500) using the 24-hour clock – 15 being
the number of hours and 00 the number of minutes. After 12 o’clock midday, the
hours continue up to 23:59. Midnight starts the process again at 00:00.
12
12 11 24 1
11 1 23 13 Hours Minutes
10 2 1022 14 2
9 3 9 21 15 3
20 16
8 4 8 4
19 17
7 5 7 18 5
6 6
12-hour clock 24-hour clock My watch
Talk about it
Full-time in most football games is around 4:30 pm.
What time is that on the 24-hour clock? How would it look on my watch?
12
11 24 1
23 13
1022 14 2
9 21 15 3
20 16
8 4
19 17
7 18 5
6
Activity 3
Match the 12-hour times to the 24-hour times.
e.g. 3:20 pm
1 2:00 pm
2 7:45 pm
3 9:36 pm
4 9:17 pm
5 11:23 pm
6 midnight
? Review
Do you need more practice in using the 24-hour clock? Yes ■ No ■

MSS1/L1.2 L1 NUMERACY Unit 3 Page 3 3

Knowing the relationship between units of time. Adding and subtracting time in hours and minutes.
Time flies – or does it?

Talk about it
Sometimes a minute seems to go by quickly, and

other times slowly. If I am waiting for a bus, each
minute drags by. If I am watching a match,
45 minutes seems to go very quickly. In reality,
time is constant. It is regular.
Activity 4
Look at the boxes. Choose the right amount of time to complete each sentence
correctly. For example:
There are 60 seconds in one minute. 60 7

1 There are ..................................... minutes in one hour.
2 There are ..................................... hours in one day. 4

3 There are ..................................... days in one week.
1000
4 There are about ..................................... weeks in one month.

60
5 There are ..................................... months in one year. 24
6 There are ..................................... years in a century.
7 There are ..................................... years in a millennium.

12 100
Activity 5
Answer the following questions.
e.g. How many days are there in three weeks? 21 days

1 How many hours are in two days? ........................................................................
2 How many seconds are in half a minute? ........................................................................
3 How many years are in half a century? ........................................................................
4 How many minutes are in two hours? ........................................................................
It is 3 weeks until the next

match… 7 days = 1 week
3 x 7 = 21 days
Tip
There are 60 seconds in one
minute, 60 minutes in one hour
and 24 hours in one day.

Activity 6
I like watching sport on TV too. I work out how long the games are on because
I hate missing the finish if I have to go out! I know a football match lasts one
and a half hours but with injury time and breaks, it takes about two hours.
If the match starts at 3 o’clock, what time will it end?

To work it out, add two hours onto the start time.
3 o’clock + 2 hours = 5 o’clock or 15:00 + 2 hours = 17:00
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
+ 2 hours + 2 hours
3 o’clock 4 o’clock 5 o’clock 15.00 16.00 17.00
Look at the start of each programme. Add how long it will last. When will each programme end?
12
11 1
10 2
e.g. Athletics starts at 1:30 pm and lasts for three hours. 9

8
7 5
3
4
It will end at 4:30 pm.
6
12
11 1
10 2
1 The golf match starts at 2:00 pm and lasts four hours. 9

8
3
4
It will end at ...................................
7 6 5
12
11 1
10 2
1
2 Racing starts at 2:30 pm and lasts 2 2 hours. 9
8
3
4
It will end at ...................................
7 6 5
12
11 1
10 2
1
3 Canoeing starts at 16:00 and lasts 1 hours. 4
9
8
3
4
It will end at ...................................
7 6 5
Activity 7
The tennis match starts at 2:00 pm and ends at 5:30 pm. How long does it last?
To work this out, I need to find the difference between the two times. 5:30 − 2:00 = 3 2 hours
1
1 hour 1 hour 1 hour

1
2 hour
2.00 2.30 3.00 3.30 4.00 4.30 5.00 5.30
How long is each programme?
1 Swimming starts at 4:00 pm and ends at 6:30 pm. How long does it last? .....................................................
2 Rugby starts at 14:00 and ends at 16:15. How long is the match? .....................................................
? Review
Do you need more practice in adding or subtracting time? Yes ■ No ■


Reading and measuring time.
In record time
Kelly Holmes can run 800 metres in 0:01 56. That is
1 minute and 56 seconds.
I like to run the 800 metres

too. I take my stopwatch to
the athletics track to time
my laps to see if I am
improving and getting
faster, but I am not as
fast as Kelly yet! My digital
Minutes
watch has a stopwatch
facility on it. Look at it
and read my lap time.
Seconds
Hours
Activity 8
Work with another person and use a stopwatch.
<a/w 3.32 picture of
Work out how it works. How do you start and digital stopwatch 0 and
stop the watch? 55 5
analogue stopwatch]
50 10
Estimate how long you think it will take you to 45 15
complete each activity. 40 20

35 25
30
Time each other and record the results below.
Activity My estimate My actual time Other person’s time
Throwing a ball and

catching it ten times
Ten sit-ups
Writing my name ten times
Making 20 cubes into a tower
Jumping up and down 15 times
Look at your results.
Were your estimates accurate?
Who was faster at each activity?
MSS1/L1.2
Activity 9
I like running fast. I keep track of

my lap times and compare them.
I ask myself, was I faster or slower
on that lap? Who was faster than
me and by how much?
On race days, they write the results up on a board. My time was 2 minutes and 15 seconds.
Look at the board and compare the times. Then answer the questions below.
Men’s 800 m race results World record 1.41
1 Jo 2:08
2 Ali 2:09
3 Pete 2:13
4 Ben 2:15
5 Victor 2:20
6 Steve 2:27
e.g. What was Victor’s time? 2 minutes and 20 seconds
1 What was the winner’s time? ........................................................................
2 How much slower was Ali? ........................................................................
3 What was the time difference between third and fourth place? ........................................................................
4 What was the time difference between the fastest and the slowest runner? .................................................
? Review
Do you need more practice in reading and measuring seconds? Yes ■ No ■


Converting units of time.
Every second counts

Remember,
I like to add my lap times 60 seconds = 1 minute
together to find a total time,
but this involves adding
seconds and minutes.
The times for Ben’s last three laps are

Lap 1 2:15
shown here.
Lap 2 2:22
He adds the minutes 2 + 2 + 2 = 6 Lap 3 2:36
Then the seconds 15 + 22 + 36 = 73 Total 6 min 73 sec
He gets the answer 6 min and 73 sec.

Ben’s stopwatch says 7.13. Why is it different?
Tip
To convert the seconds into
minutes, 73 seconds is 1 minute
and 13 seconds. Add this to the
Activity 10 6 minutes and you have an
Convert these seconds into minutes and seconds. answer of 7.13, the same as
Ben’s stopwatch.
e.g. 63 seconds = 1 minute and 3 seconds
1 72 seconds = ............................................................. 2 86 seconds = .............................................................
3 120 seconds = ............................................................. 4 135 seconds = .............................................................
Activity 11
Add these times together and give your answer in minutes and seconds. Remember
e.g. 23 seconds and 45 seconds = 68 seconds = 1 minute and 8 seconds ● 60 seconds = 1 minute
● 60 minutes = 1 hour
1 15 seconds and 55 seconds = ........................................................................
2 43 seconds and 25 seconds = ........................................................................
3 1 minute 34 seconds and 1 minute 38 seconds = ........................................................................
Activity 12
If you can work out how to convert seconds to minutes, you can also work out
how to convert minutes to hours. Try these.
e.g. 30 minutes and 45 minutes = 75 minutes = 1 hour and 15 minutes
1 45 minutes and 45 minutes = ........................................................................
2 2 hours 25 minutes and 1 hour 50 minutes = ........................................................................

I live at Bethnal Green in London and travel a
lot by tube. The time the tube takes between
each stop is about 2 21 minutes. So I can go
from my home to Tottenham Court Road in
about 15 minutes.
Activity 13
Ben likes to go to Highbury to watch Arsenal play. He gets the tube to Highbury
1
and Islington. The time between each station is about 2 2 minutes and each
1
change of train about 7 2 minutes. What would be his quickest route from home
to the football grounds?
..................................................................................................................................................
Find the quickest route for each of these journeys. What is the journey time?
1 Baker Street to Covent Garden ........................................................................
2 Old Street to Sloane Square ........................................................................
3 Knightsbridge to Great Portland Street ........................................................................
4 Temple to Lancaster Gate ........................................................................
? Review
Do you need more practice in converting times? Yes ■ No ■


Understanding and using timetables.
Time travel
I run with the South London Harriers. We sometimes train on Sundays at Crystal Palace
athletics track. To get there I travel by tube to Stockwell Station, then by bus from the
station to the track. I need to know the times of the buses, so I look at the timetable.
Activity 14
Below is part of the timetable for the number 2 bus in London.
Ben usually arrives at the Stockwell Station bus stop about 10:00 am.
His next bus to Crystal Palace would be at 10:03.
How long does this bus take to get to Crystal Palace Parade?
If he misses the bus at 10:03 what time is the next bus?
LONDON BUS ROUTE – 2 timetable
Sundays and public holidays

Crystal Palace (Parade) 0715 0730 0745 0800 0812 1812 1824 2319
West Norwood (Bus Garage) 0723 0738 0753 0808 0820 Then 1821 1832 Then 2326
West Norwood (Library) 0725 0740 0755 0810 0822 about 1823 1834 about 2328
Brixton Station 0738 0753 0808 0823 0835 every 1827 1847 every 2337
Stockwell Station 0744 0759 0814 0829 0841 10 1843 1853 12 2342
Vauxhall Station 0748 0803 0818 0833 0845 mins 1847 1857 mins 2345
Victoria Station 0754 0809 0824 0839 0851 until 1853 1903 until 2351
Marble Arch 0801 0816 0831 0846 0858 1900 1910 2358
Marylebone Station 0808 0823 0838 0853 0905 1907 1917 0005

Marylebone Station 0813 0828 0843 0858 0910 0922 0934 0946 2010 0010
Marble Arch 0822 0837 0852 0907 0919 0931 0943 0955 Then 2021 Then 0017
Victoria Station 0830 0845 0900 0915 0927 0939 0951 1003 about 2031 about 0024
Vauxhall Station 0837 0852 0907 0922 0934 0946 0958 1010 every 2039 every 0031
Stockwell Station 0842 0857 0912 0927 0939 0951 1003 1015 10 2044 12 0035
Brixton Station 0846 0901 0916 0931 0943 0955 1007 1019 mins 2048 mins 0038
West Norwood (Library) 0847 0902 0917 0932 0944 0956 1008 1020 until 2050 until 0039
West Norwood (Bus Garage) 0858 0913 0928 0943 0956 1009 1021 1033 2103 0050
Crystal Palace (Parade) 0908 0923 0938 0953 1007 1021 1034 1046 2115 0058

Use the Sunday timetable to answer these questions.
1 Ben arrives at Stockwell Station at 09:30. When is his next bus to Crystal Palace?
........................................................................
2 If he arrives at Stockwell Station at 10:40 am, approximately when is his next

bus due?
........................................................................
3 If Ben arrives at Crystal Palace Parade at 6:05 pm, what time is his next bus
back to Stockwell Station?
........................................................................
4 Ben has a race on Sunday. Which bus should he take from Stockwell to arrive
at Crystal Palace (Parade) for 10:30 in the morning?
........................................................................
5 After the race, he meets up with some friends. What time is the last bus back to
Stockwell Station from Crystal Palace Parade?
........................................................................
Activity 15
On the Manchester Commonwealth Games website there is an example of
travelling times to help you plan your day. Add up how long it would take to get
from the train station to your seat.
Arrive Manchester Piccadilly station ................................
Walk to Sportcity shuttle boarding stand 15 min
Shuttle bus to Sportcity 15 min
Walk to stadium 10 min
Stadium entrance and security checks 45 min
Buy programme and locate seating 20 min
Total time ................................
MSS1/L1.2 L1 NUMERACY Unit 3 Page 11

The athletics started at 12:00. I looked up the train times on the Internet. Don’t forget to
What train did I need to catch from London to arrive in Manchester in time? add the time
from the station
Estimate first and ring your estimated time of departure. to your seat!
1 Work out which train you need to catch to arrive at the stadium for the 12:00 start.
..................................................................................................................................................
2 How much longer does the 7:00 train take than the 7:55 train? Why do you think that is?
..................................................................................................................................................
TRAIN TIMES
From To Changes Date Depart Arrive Duration
London Manchester
✓ Euston Piccadilly
0 31.07.02 6:00 9:02 3:02
London Manchester
0 31.07.02 6:50 9:36 2:46
London Manchester
1 31.07.02 7:00 10:20 3:20
London Manchester
0 31.07.02 7:55 10:36 2:41
London Manchester
1 31.07.02 8:00 11:10 3:10
London Manchester
1 31.07.02 8:25 11:28 3:03
London Manchester
0 31.07.02 8:55 11:36 2:41
London Manchester
1 31.07.02 9:00 12:00 3:00
London Manchester
0 31.07.02 9:35 12:31 2:56
London Manchester
0 31.07.02 9:55 12:36 2:41
London Manchester
1 31.07.02 10:00 13:28 3:28
? Review
Do you need more practice in reading timetables? Yes ■ No ■


Calculating time.
Time to work
In my job, I get paid an hourly rate. Every week I
Time sheet Ben wee‡ 17
have to submit a time sheet of my hours. I
record when I come in and go out, but I only get Mon Tues Wed Thurs Fri Sat
paid for my time in. I add up the hours each
0800 in in in in
day then total the hours for the week.
0830
Activity 16 0900 in in
Look at the time sheet and total the hours 0930

worked each day. 1000
1
e.g. Monday 7 hours
2
1030
1 Tuesday ................................
1100 out
2 Wednesday ................................
1130
3 Thursday ................................
1200 out out out
4 Friday ................................
1230 in
5 Saturday ................................
1300 in in in out
1330
Activity 17
1400
Look at the time sheet and answer the
following questions. 1430 out
1500
If I have worked fewer than 8 hours during
the day, I like to go for a 30-minute run 1530 in
in the evening. After 8 hours’ or more work 1600
I am usually too tired!
1630 out
1700 out out

1 Which days do I go for a run? 1730 out out
........................................................................ Total
hours 7 12
........................................................................
Total weekly hours
2 How many hours have I worked this week?
........................................................................
? Review
Do you need more practice in calculating time? Yes ■ No ■

MSS1/L1.3, 6 L1 NUMERACY Unit 3 Page 13

! Help
Activity H1
Fill in the missing times using the 24-hour clock.
Morning times Afternoon/evening times
1 o’clock 01:00 1 o’clock
2 o’clock 2 o’clock
4 o’clock 4 o’clock 16:00
12 midday 12 midnight
Activity H2
12
11 24 1
Add or subtract the times to answer these questions. 23 13
1022 14 2
e.g. EastEnders starts at 20:00 and ends at 20:30.
1 9 21 15 3
How long is the programme? 30 minutes or 2 hour 20 16
8 4
19 17
1 The Channel 4 News starts at 19:00 and lasts for one hour. 7 18 5
What time does it finish? 6
........................................................................
2 The Simpsons starts at 6:30 pm and finishes at 6:50 pm. How long does it last?
........................................................................
3 The tennis highlights start at 21:30 and finish at 22:15.
How long is the programme? ........................................................................

1
4 The cricket starts at 11 o’clock in the morning and finally finishes 8 2 hours later.
What time does it end? ........................................................................

!
Activity H3
Convert these seconds into minutes and seconds.
e.g. 64 seconds = 1 minute and 4 seconds

1 80 seconds =
0
........................................................................ 55 5
50 10
2 72 seconds = ........................................................................ 45 15
3 90 seconds =
40 20
........................................................................
35 25
30
Convert these minutes into hours and minutes.
e.g. 75 minutes = 1 hour and 15 minutes or 1 14 hours

4 86 minutes = ........................................................................
5 100 minutes = ........................................................................
6 180 minutes = ........................................................................
Convert these hours into minutes.
e.g. 2 hours = 2 × 60 minutes = 120 minutes

hour =
1
7 2 ........................................................................
8 1 2 hours =
1
........................................................................
9 4 hours = ........................................................................
Activity H4
Here is a college timetable for a part-time learner. Use it to answer the questions below.
9:00 to 11:00 am Numeracy IT Numeracy

11:00 am to 1:00 pm English Numeracy English IT
1:00 to 2:00 pm Lunch
2:00 to 3:30 pm Child studies Child studies
e.g. What time is the numeracy lesson on Wednesday? 11:00 am to 1:00 pm

1 What time is child studies on Monday? ........................................................................
2 On what days is there IT? ........................................................................
3 What time is lunch? ........................................................................
4 Which weekday does the learner not attend lessons? ........................................................................
5 How many English lessons are there during the week? ........................................................................

▼
Extension
Activity E1
Write the equivalent time on the 24-hour clock.
e.g. 2:30 pm 14:30
1 5:45 pm ....................................... 2 5 o’ clock in the morning .......................................
3 9:10 am ....................................... 4 midday .......................................
5 10:34 pm ....................................... 6 10 minutes to midnight .......................................
Write the equivalent time on the 12-hour clock.

e.g. 17:30 5:30 pm
7 23:47 ....................................... 8 00:00 .......................................
9 14:00 ....................................... 10 10:59 .......................................
11 06:38 ....................................... 12 02:03 .......................................
Activity E2
Ben usually watches about 16 hours of TV per week: around
two hours each week night and a bit more at the weekend.
Look through a TV guide and find programmes for him to
watch during the week. Remember he likes sport!
Add up the times for the daily totals and then add them
together to find the weekly total.
Activity E3
SUNDAY
Exeter St Davids 0939 1125 1317 1455 1645 1850 2027 2147 2255
Exeter Central 0942 1128 1320 1458 1648 1853 2030 2150 2258
St James Park 0944 1130 1323 1500 1650 1855 2041 2152 2300
Polsloe Bridge 0947 1133 1326 1503 1653 1858 2044 2155 2303
Digby and Sowton 0951 1137 1329 1507 1657 1902 2047 2159 2307
Topsham 0955 1141 1333 1511 1701 1906 2051 2203 2311
Exton 0958 1144 1336 1514 1704 1909 2054 2206 2314
Lympstone Village 1001 1147 1341 1517 1707 1912 2058 2209 2318
Exmouth 1006 1152 1345 1522 1712 1917 2102 2214 2322
Use the timetable to answer these questions.

1 What time does the 11:25 from Exeter St Davids get to Exmouth?
........................................................................
2 How long is the journey from Polsloe Bridge to Lympstone Village on the 11:33
from Polsloe Bridge?
........................................................................
3 What time must I leave Exeter Central if I want to arrive in Topsham at about 5 pm?
........................................................................

▼
Mini-projects
▼
▼
▼
Activity M1
Where is the 24-hour clock used?
The 24-hour clock is often used in places where it is important

to avoid confusion between morning and afternoon.
Look on the Internet, in magazines, newspapers and timetables.

Find examples of times using the 24-hour clock.
Write at least five examples of where the 24-hour clock is used.
1 ..................................................................................................................................................
2 ..................................................................................................................................................
3 ..................................................................................................................................................
4 ..................................................................................................................................................
5 ..................................................................................................................................................
Activity M2
Ben watches about 16 hours of television per week.
How much TV do you watch during the week?
Keep a record of your TV watching for next week.

Use a TV guide to get accurate times of the programmes.
Add up the daily times and then add up the total for
the week.
Do you watch more or less television than Ben?
Activity M3
Using a computer, find some websites for train times.
Have a look at www.railtrack.co.uk if you can’t find any
others.
Plan a journey from your home to a sporting venue in

this country – one that would involve a train journey,
i.e. tennis at Wimbledon, football in Newcastle, cricket at
Lords or the Grand Prix at Silverstone.
Use the timetables to look up the train times. When does

the event start? How long will it take you to get there?
How long is the journey? Which is the best train to catch?

✓ Check it
Activity C1
Look at the calendars and write the date.
1
JULY 1949
1 2 3 4 5 6
7 8 9 10 11 12 13 ...........................................................
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
2
November 2004
1 2 3 4 5 6
7 8 9 10 11 12 13 ...........................................................
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
3
March 1982
1 2 3 4 5 6 7
8 9 10 11 12 13 14 ...........................................................
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
Activity C2
Write the equivalent 24-hour clock time (remember to use four digits for each time).
1 5:30 pm .................................................. 2 10:54 pm ..................................................
3 2:13 am .................................................. 4 8:47 pm ..................................................
Activity C3
Convert these minutes into hours and minutes.
1 74 minutes .................................................. 2 95 minutes ..................................................
3 125 minutes .................................................. 4 90 minutes ..................................................

LONDON BUS ROUTE – 2 timetable

Crystal Palace (Parade) 0715 0730 0745 0800 0812 1812 1824 2319
West Norwood (Bus Garage) 0723 0738 0753 0808 0820 Then 1821 1832 Then 2326
West Norwood (Library) 0725 0740 0755 0810 0822 about 1823 1834 about 2328
Brixton Station 0738 0753 0808 0823 0835 every 1827 1847 every 2337
Stockwell Station 0744 0759 0814 0829 0841 10 1843 1853 12 2342
Vauxhall Station 0748 0803 0818 0833 0845 mins 1847 1857 mins 2345
Victoria Station 0754 0809 0824 0839 0851 until 1853 1903 until 2351
Marble Arch 0801 0816 0831 0846 0858 1900 1910 2358
Marylebone Station 0808 0823 0838 0853 0905 1907 1917 0005
Activity C4
1 a The 07:15 bus from Crystal Palace arrives at Brixton station at
.......................................................................
b How long does the journey take? ........................................................................
2 How long does the 07:45 bus from Crystal Palace take to get to Victoria station?
........................................................................
3 I want to travel from Marble Arch to Marylebone station.

I arrive at Marble Arch at 9:00 am precisely. What time should the next bus
arrive?
........................................................................
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date .............................................

A Answers
1 17 April 2003 17/04/03 1 1 minute and 12 seconds
2 31 July 2002 31/07/02 2 1 minute and 26 seconds
3 23 June 2003 23/06/03 3 2 minutes
4 8 May 2003 08/05/03 4 2 minutes and 15 seconds
5 25 December 2004 25/12/04
Activity 11
6 10 September 2002 10/09/02
1 1 minute and 10 seconds
Activity 2 2 1 minute and 8 seconds
1 19 April 1970 19/04/70 3 3 minutes and 12 seconds
2 10 May 1966 10/05/66
Activity 12
1
Activity 3 1 1 2 hours 2 4 hours and 15 minutes
1 2:00 pm → 14:00
Activity 13
2 7:45 pm → 19:45
Introductory example: Bethnal Green to Highbury.
3 9:36 pm → 21:36 Change at Liverpool St and then change at Kings
4 9:17 pm → 21:17 Cross = six stops and two changes = 30 minutes.
5 11:23 pm → 23:23 1 Baker St to Covent Garden – two different quick
1
6 midnight → 00:00 routes, each 17 2 minutes.
2 Old St to Sloane Square – change at Kings Cross
Activity 4 1
and then change at Victoria = 32 2 minutes.
1 60 2 24 3 7 4 4 3 Temple to Lancaster Gate – change at Westminster
5 12 6 100 7 1000 and then change at Bond St = 30 minutes.
1 48 2 30 3 50 4 120 Introductory example: The next bus would be 10:03.
It would take 31 minutes. The next bus is the 10:15.
Activity 6
1 09:39 2 10:45 3 18:12
1 6:00 pm 2 5:00 pm
4 09:51 5 23:19
3 17:15
Activity 15
Activity 7
1
Introduction: Arrival time (to reaching seat)
1 2 2 hours or 2 hours and 30 minutes 3
= 1 4 hours or 1 hour 45 minutes
1
2 2 4 hours 1 6:50 train (7:00 train will be a little late).
Activity 8 2 39 minutes more because you have to change
trains once.
Responses will vary.
Activity 16
Activity 9 1
1 8 hours 2 6 2 hours 3 8 hours
1 2 minutes and 8 seconds
4 8 hours 5 5 hours
2 1 second slower
3 2 seconds Activity 17
4 19 seconds 1 Monday, Wednesday and Saturday
2 43 hours

A
Help Extension
1 17:45 2 05:00 3 09:10 4 12:00
Morning times Afternoon/evening times
5 22:34 6 23:50 7 11:47 pm 8 midnight
1 o’clock 01:00 1 o’clock 13:00
9 2:00 pm 10 10:59 am 11 6:38 am 12 2:03 am
2 o’clock 02:00 2 o’clock 14:00
3 o’clock 03:00 3 o’clock 15:00
Activity E2
4 o’clock 04:00 4 o’clock 16:00
5 o’clock 05:00 5 o’clock 17:00 Activity E3
6 o’clock 06:00 6 o’clock 18:00 1 11:52 2 14 minutes 3 16:48
7 o’clock 07:00 7 o’clock 19:00
8 o’clock 08:00 8 o’clock 20:00 Mini-projects
9 o’clock 09:00 9 o’clock 21:00
Activity M1
10 o’clock 10:00 10 o’clock 22:00
Various responses
11 o’clock 11:00 11 o’clock 23:00
12 midday 12:00 12 midnight 00:00 Activity M2
Various responses
Activity H2
Activity M3
1 20:00 2 20 minutes
Various responses
3 45 minutes 4 7:30 pm (19:30)
Activity H3 Check it
1 1 minute and 20 seconds
2 1 minute and 12 seconds Activity C1
3 1 minute and 30 seconds 1 13 July 1949 13/07/49
4 1 hour and 26 minutes 2 26 November 2004 26/11/04
5 1 hour and 40 minutes 3 12 March 1982 12/03/82
6 3 hours Activity C2
7 30 minutes 1 17:30 2 22:54 3 02:13 4 20:47
8 90 minutes
Activity C3
9 240 minutes
1 1 hour 14 minutes 2 1 hour 35 minutes
Activity H4 3 2 hours 5 minutes 4 1 hour 30 minutes
1 2:00 to 3:30 pm 2 Thursday and Friday
Activity C4
3 1:00 to 2:00 pm 4 Tuesday
1 a 07 38
5 Two
b 23 minutes
2 39 minutes
3 9:08am (09:08)

4 Garden makeover
make their
Anil and Sam want to
tive and
back garden more attrac
useful.
e and an
It has a patch of concret
muddy and
area of soil that is very
covered in weeds.
d needs
The fence is broken an
Talk about it replacing.
grass.
Do you have a garden? Sam would like some
e some
Do you know how big your garden is? Anil says she would lik
Do you ever watch the gardening programmes on TV? flowerbeds and a path.
area with a
What would you do with a garden like Anil and Sam’s? They both want a play
.
What maths skills do you think they might need? sandpit for the children

■ Measuring, using centimetres and metres MSS1/L1.4, MSS2/L1.1
■ Using measurements to work out how much you need MSS1/L1.6, 7
■ Finding the perimeter of shapes MSS1/L1.8
■ Finding the area of rectangles MSS1/L1.9
■ Finding the volume of cuboids MSS1/L1.10
■ Using regular shapes, fitting together, to cover an area MSS2/L1.1, 2

Measuring and adding measurements together.
Measuring the garden

Anil thinks the shape of the garden is rectangular. Sam thinks it is square. They
will need to measure the length and width of the garden to find out. If the length
and the width of the garden are the same, it is a square. If they are different, then
it is a rectangle.
1 The garden measures 7.5 m long and 5.2 m wide. What shape is it?
Sam says the garden is 8 m long to the nearest metre.

Tip
Anil used a different tape measure. It was in yards and feet. Anil’s measurement A yard is a
1 1
was about 8 4 yards long by 5 2 yards wide. Sam checked Anil’s measurements little less than
to the nearest yard. She said he was right. What does the garden measure to the a metre.
nearest yard?
2 Length (to the nearest yard)
3 Width (to the nearest yard)
Activity 1
With another person, practise estimating and measuring in metres and writing
your results to the nearest metre.
1 Choose three or four lengths to measure.
Length Accurate Measurement

Estimate
to be measured measurement to the nearest metre
The garden needs new fencing.
It needs fencing around three sides – the wall of the house makes the fourth
side of the rectangle.
7.5 m
Garden
5.2 m
Wall of the house
Page 2 Unit 4 L1 NUMERACY MSS1/L1.4, MSS1/L1.6

This is how Anil worked out how much fencing he needed.
He wrote down the two shorter sides and added them

together first: 5.2 m + 5.2 m (= 10.4 m).
Then he wrote down the longer side and added all three sides
together: 5.2 m + 5.2 m + 7.5 m = 17.9 m.
The fencing is sold to the nearest metre.

If they bought 17 m, there would be a gap of 0.9 m.
2 How many cm is 0.9 m? ........................................................................
Sam says they will need 18 m. To work out how much will be left over,
Sam works out:
18 m – 17.9 m
How much is left over in ..................................... cm or ..................................... m?
Activity 2 4.5 m
1 How much fencing would be

needed for these gardens?
4m
wall of
house
3.5 m
a ..................................... + ..................................... + ..................................... = .....................................
b Will need to buy ........................................................................ of fencing.
2 This garden is square with 3.5 m

1
sides of 3.5 m (or 3 2 m).
3.5 m
It needs fencing on 3 sides.

The fencing is sold in 1 metre sections.
a How many metres are needed? ........................................................................
b How much fencing must we buy? ........................................................................
3 How much fencing must be bought to go round a garden 11.3 m by 8.1 m wide
if the house is along the longer side? (Hint: Draw a sketch to help you.)
..................................................................................................................................................
? Review
Do you need more practice in working with lengths? Yes ■ No ■


Working out the perimeter of shapes.
Making a sandpit 1.4 m
Sam estimates the size the sandpit needs to be. When she measures 1.6 m
the length and width, she finds that it is 1.4 m long and 1.6 m wide. (not to scale)
Anil and Sam decide to edge the sandpit with plastic. How much plastic edging
must they buy? Anil writes down the lengths in order.
1.4 + 1.6 + 1.4 + 1.6 = ........................................................................ m
The edging is sold in 2 m lengths. It can be bent to go around corners.
How many lengths must they buy? ........................................................................
How much will be left over? ........................................ m or ......................................... cm.
Perimeter is the distance around the outside of a shape.
Activity 3
Work out the perimeters of these rectangles.
1 1.5 m Perimeter =
1.3 m ..................... + ..................... + ..................... + ..................... = ..................... m
2 1.6 m Perimeter =
1.3 m ..................... + ..................... + ..................... + ..................... = ..................... m
3 1.6 m Perimeter =
1.2 m ..................... + ..................... + ..................... + ..................... = ..................... m
4 1.5 m Perimeter =
..................... + ..................... + ..................... + ..................... = ..................... m

1.4 m
5 a Can you think of another length and width that will allow Anil and Sam to
use exactly 6 m of plastic edging? Show that your length and width work.
..................................................................................................................................................
b What shape is the sandpit your length and width would make?
..................................................................
Does everyone in the group have the same shape? Discuss your results.
? Review
Do you need more practice in working out perimeters? Yes ■ No ■


Measuring area and surfaces.
Putting down a lawn

Anil and Sam want a big rectangular lawn. Sam measures out a distance 4.5 m
along the 7.5 m fence so that the lawn can be the full width of the garden.
The lawn will be a rectangle but the turf is sold in square metres (m2).
A piece of turf looks like this:
1m
1m
To estimate the number of pieces of turf they will need, complete the following
steps.
1 On centimetre squared paper draw a rectangle 4.5 squares long and 5.2 squares
wide (be as accurate as you can).
2 Each whole square represents a piece of turf.
How many whole squares are there in a line in your rectangle?

Tip
........................................................................ (length) Area is the
3 How many lines of squares are there in your rectangle? measurement of
a surface. Area is
........................................................................ (width) measured in
4 How many whole squares are there inside your rectangle? square units.
........................................................................
5 What do you do with the first two numbers to make the last one?
........................................................................ (Hint: + – × or ÷)
The amount of turf needed to cover the rectangle can be found by counting the
squares or by ........................................................................ the length by the width. This is

the area.
6 If Anil and Sam use a calculator they will be able to work out exactly how
much turf they need by entering
4 • 5 × 5 • 2 = It is ........................................................................ m2
Notice that the units are square metres (m2). This is the amount covered by one
piece of turf.
They can only buy whole squares of turf. How many must they buy?
........................................................................
MSS1/L1.7, 9, MSS2/L1.1 L1 NUMERACY Unit 4 Page 5

Anil calculates the other areas in the garden for when they can afford things like
flagstones for the path.
Activity 4
Work out these areas.
Length Width Calculation Area in m2
Sandpit 1.4 m 1.6 m 1.4 × 1.6
Path 3.6 m 1m
All the lengths must be in the same unit before multiplying. If the answers need
to be in m2 then change them to metres first.
Border 2.4 m 35 cm 2.4 × 0.35
Border 3.6 m 40 cm
Dry area 5.2 m 1.6 m
Anil and Sam are considering slabs for the path, which is a long thin rectangle.
At the local garden centre, they can buy square, hexagon, Tip
rectangular and triangular slabs.
When shapes fit together
leaving no gaps we call this
Activity 5 tessellation.
It is another word for tiling.
Trace each of the shapes found on this page, and use
your tracing to make a tiling pattern on blank paper.
1 Which of the shapes tessellate? ........................................................................
2 Which shapes are easiest to tessellate? ........................................................................
This is not a tessellation because you cannot fit another hexagon in the gaps.
These need sliding around – try it.
3 Do circles tessellate? ........................................................................
4 Advise Anil and Sam about which shape to choose.

Give them reasons for your choice.
? Review
Do you need more practice in – working out areas? Yes ■ No ■

– using tessellations? Yes ■ No ■
For more work on this, go to H4 and H5 (page 14) or E2 and E3 (page 15).

Measuring volume.
Soli’s bricks
Anil and Sam’s son, Soli, has a set of coloured cubes that fit into a box. He can
throw them in but then the last one never fits. He likes to put them in by colour.
Tip
Volume is
measured in cubes
or cubic units.
1 How many cubes are there in a row? ........................................................................
2 How many rows are there in a layer? ........................................................................
3 How many layers are there in the box? ........................................................................
4 Count how many cubes there are altogether in the two layers. Tip
........................................................................ You can work without
counting the volume of a
This is the volume. The units are in cm3 when the measurements are cuboid, by multiplying
in centimetres and in m3 when the measurements are in metres. length × width × height.
Activity 6
Anil and Sam decide to practise calculating volume. One person finds three
box shapes. The other person then has to work out the volume.
With another person, work as either Sam or Anil and then check
each other’s work.
Sam’s Anil’s
Anil’s boxes Sam’s boxes
answers answers
length width height volume (cm3) length width height volume (cm3)
15 cm 15 cm 9 cm 14 cm 10 cm 9 cm
30 cm 20 cm 15 cm 9 cm 7 cm 4 cm
13 cm 7 cm 15 cm 9.5 cm 7.5 cm 7 cm
Sam says that the last one is a cheat

because the height is longer than the
length. Anesh says that doesn’t matter as
it just depends on which way it was laid
down. In the group, discuss which of
them is correct.
MSS1/L1.10 L1 NUMERACY Unit 4 Page 7

Anil and Sam aren't too keen on weeding, so they decide to put a Tip
strip of concrete down one side of the garden. This means that they Volume of a cuboid is the
have more volumes to work out. length × width × height.
Activity 7
5.2 m
(not to scale)
1.6 m
At the builder’s yard Sam is told that, to avoid cracks developing, the concrete
should be put on top of gravel.
The gravel should be 10 cm thick. He will need at least 8 cm of concrete.
1 Work out the volume of the gravel needed. Tip

The thickness of the gravel must be 10 cm. ‘Depth’ and ‘thickness’ mean the same
as ‘height’ when talking about volume.
a This is ..................................... m thick
b The volume of gravel is length × width × height =
..................................... × ..................................... × ..................................... = ..................................... m3
Now work out the volume of the concrete:
c Thickness of the concrete is 8 cm. This is ..................................... m
d Volume of concrete = ........................................................................ m3
2 Anil and Sam work out how much sand is needed for the sandpit.
Look back at Activity 3 (page 4) to see what size Anil and Sam made the
sandpit. They find that they can fill it to a depth of 15 cm.
Work out the volume of sand.
a Length ........................................................................ Remember

Width ........................................................................ To work out volume in m3 all the
lengths must be in metres.
Height ........................................................................ (Check!)
b Volume of sand =
..............................................................................................................................................
3 The path will be 3.6 m long and 1 m wide.
What volume of grit must Anil and Sam buy?
Before laying ........................................................................
slabs, put
down a 4 cm
layer of grit.
? Review
Do you need more practice with volume? Yes ■ No ■


Relating volume and capacity.
Tubs for flowers

Sam has bought three tubs for flowers for Anil for his birthday. Anil wants to get
the compost so that he can plant flowers straight away. Working out volumes is
easy now so Sam measures the tubs.
Activity 8
One tub is square at the top and the others are rectangular. It seems sensible for
Sam to measure flower tubs in cm. She can then work out the volumes in cm3.
Tub A
Tub C
Tub B
70 cm 30 cm
15 cm
68 cm 50 cm
25 cm 20 cm 50 cm
28 cm
(not to scale)
1 Volume of tub A = ..................................................................................................................................
2 Volume of tub B = ..................................................................................................................................
3 Volume of tub C = ..................................................................................................................................
4 Total volume of all three tubs ..........................................................................................................
5 Therefore, Sam must buy ........................................................................ cm3 of compost.
When Sam goes to buy the compost for the boxes she finds that it is sold in
bags and measured in litres!
How many litres does she need?

Tip
She needs ..................................... cm3, 1 cm3 is the same volume
as 1 ml. There are 1000 ml
which is ..................................... ml,
in 1 litre.
which is ..................................... litres.
The compost comes in 100 litre and 50 litre bags.
6 a What should Sam buy? ........................................................................
b Will any be left over? .....................................
c How much? ........................................................................
? Review
Do you need more practice in volume and capacity? Yes ■ No ■

MSS1/L1.10
Creating plans and using measurements.
What does the garden look like?

Here is a plan of Anil and Sam’s garden.
Look back through the unit and write down the sizes of the following features.
Length Width
Path (page 8)
Lawn (page 5)
Sandpit (page 4)
Concrete strip (page 8)
Activity 9
1 cm on the plan represents 1 m in the garden.
Measure the plan (above) and decide where the path, lawn, sandpit and concrete
strip go. Label them on the plan.
The flowerbed has not yet been labelled. Measure it and write the actual garden
measurements here.
Length ........................................................................
Width ........................................................................
Tip
The more complex the shape, the more
difficult it will be to record the dimensions.

Activity 10
Mo and Jamil live next door to Anil
and Sam. This is their garden.
Design the layout of their garden,

marking these features on the plan.
● Flowerbed
● Lawn
● Path
● Hut
● Paved area
Add two other features to improve

the garden.
Carefully measure each feature and

record the real-life dimensions in the Scale: 1 cm to 1 m.
table below.
Feature Dimensions ( plan ) Dimensions ( in garden )
Flowerbed
Lawn
Path
Shed
Paved area
? Review
Do you need more practice in measurements and plans? Yes ■ No ■


Making plans and fitting regular shapes together in different ways.
Tiling patterns
Sam agrees to help Jamil to pave the area by the shed.
Jamil and Mo want to use rectangular tiles like this.
Two square tiles fit on top of one rectangular tile.
Activity 11 Tip
Create as many patterns using these tiles as you can on Square tiles are expensive so
squared paper and draw the one you like best here. don’t use more than you need.
A
B
1 How many tiles meet at point A? ........................................................................
Each corner that meets here is a right angle. Tip

Angles are measured in degrees.
A right angle is 90 degrees, written 90°.
How many tiles meet at B? ........................................................................
Look closely to see the difference between how the tiles meet at A and B.
Discuss with others in the group how tiles fit together.
? Review
Do you need more practice in making plans and fitting shapes together? Yes ■ No ■
For more work on this, go to H5 (page14).

! Help
Activity H1
How many metres of fencing are needed to go round all four sides of these gardens?
Measurements of garden Calculation needed Fencing needed
1 4 m by 7 m
2 5 m by 3 m
3 8 m by 6 m
Activity H2
Change these lengths from cm to m Change these lengths from m to cm
1 260 cm 1 0.5 m
2 170 cm 2 2.3 m
3 230 cm 3 0.15 m
4 510 cm 4 3.85 m
5 820 cm 5 0.05 m
Activity H3
Work out the perimeter of these planters in centimetres. Change your answer from
cm to m.
1 1.5 m
35 cm
Perimeter = .................. + .................. + .................. + .................. = .................. cm = .................. m
2 30 cm 30 cm The roses go in a regular pentagon-shaped planter.
Perimeter = ......................................................................................................
30 cm 30 cm
30 cm
40 cm
40 cm 40 cm
3 Perimeter = ......................................................................................................
40 cm 40 cm
40 cm

!
Activity H4
Work out the area of these rectangles. Write down the calculation you will do first
(use a calculator). Give your answers in cm2.
1 2 3 4
15 cm
18 cm 19 cm
26 cm
15 cm
45 cm 25 cm
48 cm
Activity H5
Work with another person and a set of regular shapes.
Try out different ways of putting the shapes together, making sure that no gaps are left.
Make a list of the shapes that tessellate and a list of the shapes that do not
tessellate.
These shapes tessellate These shapes do not tessellate
Activity H6
Work out the amount of compost needed for this window box.
1 Volume = .................. × .................. × .................. = .................................... .................. (units)
2 Capacity = ..................................... ml = ..................................... litres.

15 cm 60 cm
15 cm
Activity H7
Remember
1 Work out the volume of lawn fertiliser in a box
volume = length × width × height
12 cm long, 8 cm wide and 7 cm high.
.............................................................................................................................................
Tip
2 My path is 10 m long and 2 m wide. I want to lay concrete 15 cm 1 cm3 is the same
thick. What volume of concrete should I order? (Hint! Be careful volume as 1ml.
with your units.)
.............................................................................................................................................

▼ Extension
Activity E1
Anil has worked out the volume of the
planters that Sam has made for Mo.
The volumes are 75 000 cm3, 50 000 cm3

and 25 000 cm3.
The bag of compost holds 35 litres.
1 How many bags will be needed to

fill all three planters?
..................................................................................................................................................
Activity E2
500 ml of paint for the fence panels
will cover an area of 12 m2.
1 The fence panels are 2.5 m by

2 m so the area of one side is
........................................................................
2 Both sides need to be painted so

the area to be painted on one panel is
........................................................................
3 If there are seven fence panels, the total

area is
........................................................................
4 How many tins of paint will be needed? ........................................................................
Activity E3
4.5 m
This garden is a different shape.
1 How long is side a? ........................................................................ a
How long is side b? ........................................................................ 3.5 m

b
2 Work out the perimeter of the shape. 2m
........................................................................
3 Work out the area. 2.5 m
..................................................................................................................................................

▼
Mini-projects
▼
▼
Activity M1
Anil has bought a box of lawn food granules.
The instructions on the packet say,
‘Sprinkle 350 grams on each square metre’.
1 What is the area of a lawn 3.5 m by 2.5 m?
...................................................
2 How much will he need to feed a 3.5 m by

2.5 m lawn?
...............................................................................................
...............................................................................................
3 How many packs would you buy?

Tip
........................................................................ 1000g = 1 kg
4 Give your reason.
...............................................................................................
...............................................................................................
Find out about different products that help to make a lawn grow well.
Look at liquids as well as boxes. Make a note of the volumes and capacities
that are shown on the labels and discuss these with your group.
Activity M2
Use your own garden or one that you know. Make a plan of the garden and how
you would like it to look.
You may keep any features like patios, paths, etc. or you may change everything.
Try measuring various lengths in the garden and transferring them to the plan.
Use 1 cm on the plan for 1 m in the garden.
(If this is your own garden and you follow the work Anil and Sam did, you will be
able to make over your garden bit by bit.)
Activity M3
Search the Internet for garden design sites.
Look at the different kinds of paving slab and plan an unusual slabbed area.
Find out about different kinds of fencing. Make a shopping list of all the things
you would need to put a new fence around your garden and work out how much
it would cost.

✓ Check it
Activity C1
What is 250 cm in m? ..................................... m
Change 1.6 m to cm. ..................................... cm
There are ..................................... ml in a litre
1 cm3 is the same volume as .....................................
Activity C2
Work out the perimeters of these garden features.
Item Length Width Calculation Perimeter Units
Sandpit 1.3 m 1.8 m
Window box 90 cm 30 cm
Planter 1.2 m 90 cm
Garden 15.3 m 6.9 m
Activity C3
Work out the area of these gardens:
Use a calculator.
9.8 m
1 1 ........................................................................
16 m
5.9 m
2 2 ........................................................................
8.7 m
3 The length is 7.4 m and the width is 6.9 m ........................................................................
4 The length is 12.7 m and the width is 10.2 m ........................................................................

✓ 1 litre = 1 000 cm3
Activity C4 1 bag holds 35 litres.
How many bags of compost will Anil need to
fill each of these planters?
Length Width Height Volume in Volume in Number of

cm3 litres bags
70 cm 50 cm 10 cm
120 cm 90 cm 12 cm
1 m 140 cm 15 cm
0.6 m 25 cm 23 cm
0.9 m 58 cm 30 cm
How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
Activity 4
Introduction to Activity 1
1 rectangle Surface Length Width Calculation Area
2 8 yards in m2
3 6 yards
Sandpit 1.4 m 1.6 m 1.4 × 1.6 2.24
Activity 1 Path 3.6 m 1m 3.6 × 1 3.6
1 Check your answers with your teacher. Area is measured in m2 so ALL the lengths must
2 90 cm. 10 cm or 0.1 m is left over. be in metres before multiplying
Border 2.4 m 35 cm 2.4 × 0.35 0.84
Activity 2 Border 3.6 m 40 cm 3.6 × 0.4 1.44
1 a 3.5 m + 4.5 m + 4 m = 12 m.
Dry 5.2 m 1.6 m 5.2 × 1.6 8.32
b They will need to buy 12 m of fencing.
area
2 a 10.5 m. b We must buy 11m of fencing.
3 11.3 + 8.1 + 8.1 = 27.5 m. They must buy 28 m.
Activity 5
1 Square, rectangle, hexagon, triangle
2 Probably square or rectangle
6m 3 No
They need to buy 3 lengths (or 4 if they do not wish 4 Check your answers with your teacher.
to have joins on the sides).
Activity 3
1 4 in a row
1 1.3 + 1.5 + 1.3 + 1.5 = 5.6 m 2 3 rows in a layer
2 1.3 + 1.6 + 1.3 + 1.6 = 5.8 m 3 2 layers
3 1.2 + 1.6 + 1.2 + 1.6 = 5.6 m 4 24 cubes
4 1.4 + 1.5 + 1.4 + 1.5 = 5.8 m
5 a Any rectangle whose adjacent sides add to
3.0 m or a square of side 1.5 m. Check your Activity 6
answers with your teacher. Anil 2025 cm3 Sam 1260 cm3
5 b Check your answers with your teacher. 9000 cm3 252 cm3
1365 cm3 498.75 cm3
1 Check your answers with your teacher. Activity 7
2 4 (or 5) 1 a Gravel is 0.1 m thick.
3 5 (or 4) b Volume of gravel is 5.2 × 1.6 × 0.1 = 0.832 m3
4 20 c Concrete is 0.08 m thick.
5 × (multiplying) d Volume of concrete is
6 23.4 m2 They must buy 24 squares of turf. 5.2 × 1.6 × 0.08 = 0.6656 m3
2 a Length 1.4 m Width 1.6 m Depth 0.15 m
b Volume of sand is 1.4 × 1.6 × 0.15 = 0.336 m3
3 Volume is 3.6 × 1 × 0.04 = 0.144 m4

A
1 70 × 25 × 15 = 26 250 cm 3
2 68 × 28 × 20 = 38 080 cm3 Change these lengths Change these lengths

3 50 × 50 × 30 = 75 000 cm3 from cm to m from m to cm
4 Total 139 330 cm3 1 260 cm 2.6 m 1 0.5 m 50 cm
5 139 330 cm3 = 139 330 ml = 139.33 litres
6 a Sam should buy one 100 litre bag and one 2 170 cm 1.7 m 2 2.3 m 230 cm
50 litre bag or three 50 litre bags. 3 230 cm 2.3 m 3 0.15 m 15 cm
b Yes
c 10.67 litres will be left over. 4 510 cm 5.1 m 4 3.85 m 385 cm
5 820 cm 8.2 m 5 0.05 m 5 cm
Activity 9
7.5
Activity H3
1.6 4.5 1.4 1 Perimeter 150 + 35 + 150 + 35 = 370 cm = 3.7 m
Sandpit 1.6 2 Perimeter 30 + 30 + 30 + 30 + 30 = 150 cm
(or 5 × 30)
3 Perimeter 40 + 40 + 40 + 40 + 40 + 40 = 240 cm
1.0 0.4
(or 6 × 40)
Dry area Lawn 5.2 5.2
Border
Path
Activity H4
3.6
Calculation Area
45 × 18 = 810 cm2
15 × 15 = 225 cm2
25 × 19 = 475 cm2
48 × 26 = 1248 cm2
Activity 10
Answers will vary.
Activity H5
These shapes do not
Activity 11 These shapes tessellate
tessellate
1 a 4 tiles meet here. The corners are right angles.
b 3 tiles meet here. square circle
rectangle pentagon
Help equilateral triangle quadrilaterals

Activity H1 isosceles triangle irregular hexagon
Measurements Calculation Fencing regular hexagon

of garden needed needed
parallelogram
1 4 m by 7 m 4+7+4+7= 22 m (name will not be known)
2 5 m by 3 m 5+3+5+3= 16 m
3 8 m by 6 m 8+6+8+6= 28 m
Activity H6
Volume = 60 × 15 × 15 = 13 500 cm3
13 500 ml = 13.5 litres

A
Activity H7 Activity M2
1 12 × 8 × 7 = 672 m 3
Ask your teacher to check.
2 10 × 2 × 0.15 = 3 m3
Activity M3
Extension Ask your teacher to check.
Activity E1
1 Total of the 3 volumes = 150 000 cm3 = 150 000 ml Check it
= 150 litres
Divide 150 by 35 = 4.29 bags – rounded up – she Activity C1
needs 5 bags (or equivalent calculation) 1 2.5 m 2 160 cm 3 1000 4 1 ml
1 5 m2 2 10 m2 3 70 m2 4 6 tins
Item Calculation Perimeter Units
Sandpit 1.3 + 1.8 + 1.3 + 1.8 6.2 m

Activity E3
Window 90 +30 + 90 + 30 240 cm
1 a 1.5 m b 2m
box 0.9 + 0.3 + 0.9 + 0.3 2.4 m
2 Perimeter is 16 m
3 11.75 m2 Planter 120 + 90 + 120 + 90 420 cm
1.2 + 0.9 + 1.2 + 0.9 4.2 m
Mini-projects Garden 15.3 + 6.9 + 15.3 + 6.9 44.4 m

Activity M1
1 8.75 m2 Activity C3
2 3062.5 g or 3.0625 kg
3 3 packs 1 156.8 m2 2 51.33 m2 3 51.06 m2 4 129.54 m2
4 Spread the last bit out farther
Activity C4
Length Width Height Volume in cm3 Volume in litres Number of bags
70 cm 50 cm 10 cm 35 000 35 1
120 cm 90 cm 12 cm 129 600 129.6 3.7 buy 4
1m 140 cm 15 cm 210 000 210 6
0.6 m 25 cm 23 cm 34 500 34.5 0.99 buy 1
0.9 m 58 cm 30 cm 156 600 156.6 4.5 buy 5

5 Television viewing
There are many articles in

newspapers and magazines
about popular TV programmes
and films.
The articles often contain

information on the most
popular programmes and the
average number of people who
have watched them.
Is there any maths needed to

understand the articles? We
need to be able to understand
the graphs and charts and what
is meant by ‘average’.
Talk about it
Do you watch TV or video tapes?
Do you visit the cinema?
Do you read articles in the newspaper or magazines about TV programmes or films?
Do you know which TV programmes are the most popular?
On average, how many hours of TV do you watch a week?
Do you read maps or plans?
What maths skills do you think you might need for these things?
These are the skills you will practise in this unit

■ Understanding and obtaining information from graphs and charts HD1/L1.1
■ Understanding and obtaining information from maps and scale drawings HD1/L1.1
■ Representing data in a line graph HD1/L1.2
■ Drawing and understanding plans HD1/L1.2
■ Understanding how to describe and use data (averages and range) HD1/L1.3, 4
■ Designing a questionnaire for a survey to collect information HD1/L1.2

Obtaining and understanding information from line graphs and pie charts.
How popular are TV programmes?

Newspapers and magazines often have articles about soap operas and other
television programmes. Information on the number of viewers and favourite
programmes is often displayed in a chart or graph.
Remember
● A graph or a chart is a picture of numerical information.
● A pie chart is usually used when you want to show what proportion of the whole
each group represents. A pie chart is a circle divided into sectors. The bigger the
sector the more there are in that group.
● A line graph is usually used to show trends, such as the general increase or decrease
across the whole graph.
● The title of the chart or graph and the labels on the axes or the key will tell you
what the graph or chart is about.
Activity 1
Forty people were asked to choose their favourite soap opera. The results are
shown in the pie chart below.
Pie chart to show favourite soap operas
EastEnders
Coronation Street
Emmerdale
Neighbours
If we want to find out how many people preferred Coronation Street, we look at the
sector for Coronation Street.
1 1
This sector is 4 of the circle so 4 of the people preferred Coronation Street.
1
4 of 40 = 10, therefore 10 people preferred Coronation Street.
1 Which is the most popular soap opera? ........................................................................
2 How many people preferred EastEnders? ........................................................................
3 How many people preferred Emmerdale? ........................................................................
Page 2 Unit 5 L1 NUMERACY HD1/L1.1

Activity 2
Graph to show the number of viewers of Crimewatch over one year

Number of viewers (in millions)
18
16
14
12
10
8
6
4
2
0
Jan Feb March April May June July Aug Sept Oct Nov Dec
Month
The title tells us that the graph shows the number of viewers of Crimewatch over
one year.
If we want to find out the number of viewers in September we look at the

horizontal axis labelled ‘Month’ and go along to September. Then we go up to
the line and read the value from the vertical axis.
The label on the vertical axis tells us that the number of viewers is in millions.
So eight million people watched the programme in September.
1 How many people watched Crimewatch in July?
........................................................................
2 How many people watched Crimewatch in August?
........................................................................
3 In which month did Crimewatch have the highest number of viewers?
........................................................................
4 Describe the trend in viewing figures for the year.
..................................................................................................................................................
..................................................................................................................................................
In your group, discuss possible reasons for these changing figures.
? Review
Do you need more practice in obtaining information – from pie charts? Yes ■ No ■
– from line graphs? Yes ■ No ■

Understanding and obtaining information from maps and scale drawings.
Soap village
A TV company has designed a new village for a soap opera. To show what it will
look like, the TV company has drawn a map and a scale drawing of one of the sets.
Remember
● To fit a drawing on to paper, the measurements have to be made smaller or scaled
down. On a scale drawing, every measurement is in proportion to the actual or real
measurement.
● The scale is the proportion by which each measurement has been reduced.
● A scale is written as a comparison between two lengths, e.g. 1 cm to 1 m, which is
1 cm to 100 cm or, as a ratio, 1 : 100.
Activity 3
The plan of one of the rooms on the set is shown below.
Diagram of set 2
A E
Scale: 1 cm to 1 m
B C
To find out the actual overall length of the set, we measure the length in
centimetres (cm). The length is 15 cm on the plan.
As each 1 cm on the plan is 1 m in the actual room, the actual or real length
is 15 m.
The side AB is 7 cm on the plan. It will be ..................................... m in the real room.
1 Find the length of CD

a on the scale drawing ........................................................................
b in real life ........................................................................
2 Find the length of AE

a on the scale drawing ........................................................................
b in real life ........................................................................

Activity 4 Map of a soap opera village Scale 1 : 1000
Church
✗
Garage
AVENUE
15 14
ST REET
✗
13 12
11 ✗ 10
9 8 Pub Shop
✗ ✗
SECOND
7
F I R ST
5 6
3 4
1 ✗ 2
The scale of the map is 1 : 1000. This means that every 1 centimetre on the map
represents 1000 cm or 10 m in real life. When we work out actual distances from a
map, we usually use metres or kilometres.
If we want to find the distance from the pub to the church, we measure the
distance in cm. Measure between the crosses marked on the buildings. The
distance is 5 cm. As 1 cm on the map is 1000 cm in real life, the actual distance
from the pub to the church is 5 cm × 1000 cm = 5000 cm or 50 m.
1 What is the distance from the pub to the shop:

a on the map? ............................................... b in the village? ...............................................
2 How far is it from 1 First Street to 11 First Street:

a on the map? .............................................. b in the village? ..............................................
3 Measure some other distances on the map. What would they be in the village?
? Review
Do you need more practice in – finding dimensions on a scale drawing? Yes ■ No ■

– finding distances on a map? Yes ■ No ■
For more work on this, go to H2 and H4 (pages 13 & 14) or E2 (page 15).

Representing data in a line graph.
Viewing trends
Sometimes we display numerical information in a line graph.
Remember
A line graph has two axes: the horizontal axis and the vertical axis.
The point where the axes cross is called the origin.
Both the horizontal and vertical axes should be labelled.
The graph should have a title.
It is important to choose a sensible scale so that the graph fills all the
space available.
Activity 5
The table shows the number of video tapes sold by a shop over a ten-year period.
Year 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
No. of videos 25 27 28 26 30 32 36 28 24 20
sold (in 000s)
Display this information as a line graph.

Step 1 We look in the first column of the table above to see what the
information tells us. The table gives the video sales in thousands for each
year from 1992 to 2001.
For example, in 1993, 27 000 videos were sold.
Step 2 Draw the horizontal and vertical axes and label them as in the table.
Give the graph a title.
Graph to show the number of videos sold over a

ten-year period
No. of videos sold (in 000s)
Year

Step 3 Decide on a
suitable scale. On Graph to show the number of videos sold
the vertical axis, over a ten-year period
we need to go

40
up to at least
36 thousands as
30
this is the highest
number of videos
sold. On the 20
horizontal axis, we
need to have the 10
years from 1992

to 2001. You may 0
want to discuss 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
this with your Year

teacher.
Step 4 Plot the points

from the table. Graph to show the number of videos sold
over a ten-year period
40
30
20
10
0
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Year
Step 5 Join the points

using a ruler. Graph to show the number of videos sold
over a ten-year period
40
30
20
10
0
Remember 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Use a pencil and mark a Year

small cross.

1 The table below shows the number of people who went to the cinema from
1991 to 2000.
Year 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
No. of people 100 104 114 124 115 124 139 136 140 143
(in millions)
As the highest number of people visiting the cinema in a year is 143 million,
we need the scale on the vertical axis to go up to at least 143 million.
The graph has been started for you. Plot the points and finish the graph.
Remember to label the axes and to give the graph a title.
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

2 The table shows the average number of hours that people in Britain watch TV
in one week.
Month Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
No. of hours 40 39 34 27 24 18 16 14 16 24 26 34
Using the graph paper below, draw a graph to show this information.
As a group, discuss what you will put on each axis.

If you make a mistake DON’T WORRY, but don’t try to change it.
Have another try or use fresh paper.
? Review
Do you need more practice in drawing line graphs? Yes ■ No ■


Finding the average and range of a set of data.
What do we mean by ‘average’?

When we read articles in newspapers and magazines about TV and cinema they
often talk about the ‘average’ and the ‘range’.
Remember
The mean is the most commonly used average in everyday life.
To find the mean we add all the values and then divide this total by the
number of values.
The range gives the spread of the data.
To find the range we subtract the smallest value from the highest value.
Activity 6
Ten people were asked how many TV sets they had in their household. The
answers were
2, 4, 1, 3, 1, 2, 3, 2, 2, 3
To find the average or mean number of TV sets in a household, we add together
all the values
2 + 4 + 1 + 3 + 1 + 2 + 3 + 2 + 2 + 3 = 23
We have 10 values, so we divide 23 by 10.
23 ÷ 10 = 2.3
The average (mean) number of TV sets in a household is 2.3.
To find the range (or spread) of the data, we find the smallest value, which is 1
and the highest value, which is 4. We subtract 1 from 4, which is 3. So the range
(or spread) of the data is 3.
1 Eight people were asked how often they had visited the cinema in the last year.
The answers were:
6, 4, 3, 2, 15, 0, 1, 8
Find the mean and the range for the number of times that people visited the
cinema in one year.
6 + 4 + 3 + 2 + 15 + 0 + 1 + 8 = times
The mean is ÷8= times.
The range is − 0 = ........................................................................ times.
Page 10 Unit 5 L1 NUMERACY HD1/L1.3, 4

2 Nine people were asked how many hours they spent listening to the radio in
one week. Their answers were:
10, 19, 4, 8, 0, 6, 25, 12, 14

Find the mean (average) number of hours people listened to the radio in one
week and the range or spread in the number of hours.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 Nine people were asked how many video tapes they had. Their answers were:
25, 18, 12, 9, 21, 35, 22, 3, 30

Find the mean number of video tapes that this group of people owned and the
range of the data.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
4 The number of viewers for the most popular TV programmes over a six-year
period were:
Year 1995 1996 1997 1998 1999 2000
Number of viewers 23 24 19 24 20 19
(in millions)
Find the mean number of viewers for the most popular TV programmes over
the six-year period and find the range of the data.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
? Review
Do you need more practice in – finding the mean? Yes ■ No ■

– finding the range? Yes ■ No ■

Writing a questionnaire for a survey to collect information.
What do you watch on TV?

If we want to carry out market research to find out about Remember
television viewing habits we can use a specially designed Questionnaires are often used in
questionnaire. surveys to collect statistical
information.
Activity 7 Questionnaires should be short,

about one or two pages.
There are many different types of television programme
such as soap operas, documentaries, films, etc. If we ask It may be helpful to have ‘yes’ or
the question ‘Which type of television programme do you ‘no’ answers or ‘boxes’ for the
prefer?’ we may get many different answers. It is easier to answers that are ticked.
give alternatives for people to tick.
(Try to avoid questions with more
E.g. Which type of television programme is your favourite? than one answer.)
Tick the box.
Soap operas ■ Documentaries ■ Dramas ■

Comedies ■ Films ■ Other ■
If we ask people their age, we will get many different ages (and people may be
sensitive about giving their exact age). Therefore, it is better to have ages grouped
(and never overlapping).
E.g. Which of these age ranges are you in?
under 16 ■ 16–30 ■ 31–45 ■ 46–60 ■ over 60 ■

If we are surveying only a small number of people (say, ten or fewer), we may not
need to group the data.
Complete the following questions as if you were going to ask 30 or more people
to reply.
1 Write a question to find out which television channel people watch most often.
..................................................................................................................................................
..................................................................................................................................................
2 Write a question to find out how many television sets people have in their
homes.
..................................................................................................................................................
..................................................................................................................................................
? Review
Do you need more practice in writing questionnaires? Yes ■ No ■


! Help
Activity H1
Pie chart to show favourite activities
1 A hundred people were asked what
their favourite activity was. The
results are shown in the pie chart. Computers
What is the least favourite activity? Swimming
........................................................................ Watching TV
Sport
How many people gave computers
as their favourite activity?
........................................................................
2 Temperature in London
Temp. in degrees F
80
70
60
50
40
April May June July Aug Sept
Month
In which month was the temperature lowest? ........................................................................
What was the temperature in May? ........................................................................
Activity H2
1 Ask your teacher for a local map. What is the scale on the map?
..................................................................................................................................................
..................................................................................................................................................
2 Choose some landmarks and find the distances on the map and in real life.
..................................................................................................................................................
..................................................................................................................................................
Activity H3
The number of cars sold by a garage over a six-month period is shown in the table
below.
Month Jan Feb March April May June
No. of cars sold 15 90 24 18 23 12
Draw a line graph to show this information on separate graph paper.
Discuss with your group what this graph shows.

!
Activity H4
Make a plan of a room in your home.
Activity H5
1 Write a question to find out which leisure activity people prefer.
..................................................................................................................................................
2 Write a question to find out if people like the new leisure centre.
..................................................................................................................................................
3 Explain why ‘What is your favourite TV programme?’ may not be a useful

question to ask in a questionnaire. Rewrite the question in a suitable way.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Activity H6
1 Eight people were asked their ages. Their answers were:
37, 42, 29, 17, 15, 22, 31, 38

What is the mean age and the range of ages?
..................................................................................................................................................
..................................................................................................................................................
2 The weekly wages of 10 people were:
£210, £225, £235, £241, £219, £252, £243, £229, £227, £239
Work out the mean wage and the range in wages:
..................................................................................................................................................
..................................................................................................................................................
3 The number of tyres sold at a garage each day one week were:
18, 16, 14, 23, 7, 19, 3

Work out the mean and range for the number of tyres.
..................................................................................................................................................
..................................................................................................................................................

▼ Extension
Activity E1
1 Look in a newspaper for pie charts and line graphs. Write down the
information each chart or graph shows.
..................................................................................................................................................
..................................................................................................................................................
2 The table below shows conversions between pounds (£) and euros. Draw a
conversion graph to convert pounds to euros.
£ 10 20 30 40 50
euros 15 30 45 60 75
a Use your graph to convert £25 to euros ........................................................................
b How many euros would you get for £46? ........................................................................
c How many pounds would you get for 50 euros? .........................................................
3 Use a spreadsheet package to draw the graphs from Activity 5 (pages 6–9). Try
out different ways of representing the data or different scales. Discuss the most
suitable representation and the most appropriate scale with your group.
Activity E2
1 Use a road map of the UK to plan a route from your town or city to London. If
you live in London plan a route to Manchester. Using the scale on the map,
work out the distance from where you live to London or Manchester.
2 Draw a rough plan of how you would travel from your home to the town or
city centre.
Activity E3
1 Look in some travel brochures or on the Internet to find out temperatures over
a six-month period for different resorts. Work out the mean temperature and
the range in temperatures for each resort. How do they compare with the mean
temperature and the range in temperature in the UK?
2 Work out the mean and range of the data in:

a Activity 2 (page 3)
b Activity 5, question 2 (page 9).
Activity E4
Design a questionnaire to find out what leisure facilities people in your local area
would like. What do your results show you?

▼
Mini-projects
▼
▼
Activity M1
In the UK, a person spends an average of 26 hours a week watching TV and an
average of 19 hours a week listening to the radio. Survey 15 of your friends to
compare their TV viewing and radio listening habits with that of an average
person. Also, find out what their favourite TV programmes are and where they
usually listen to the radio (e.g. in the car, in the kitchen, etc).
1 Design a suitable questionnaire.
2 Ask 15 of your friends to complete the questionnaire.
3 Calculate the mean number of hours and the range in hours for TV viewing
and radio listening. How do your friends compare with the average person in
the UK?
4 Display your findings in charts and graphs.
Activity M2
Cinema admissions from 1960 to 2000 Largest TV audiences from 1960 to 2000
500 40
No. of people (in millions)
No. of people (in millions)
400
30
300
20
200
10
100
0 0
1960 1970 1980 1990 2000 1960 1970 1980 1990 2000
Year Year
Use the graphs above to work out the mean (or average) and range (or spread) in
cinema admissions and TV audiences from 1960 to 2000.
As a group, discuss the trends shown by the graphs. What reasons do you think
there are for these trends?
Activity M3
Look on the website www.bbc.co.uk/eastenders/thesquare/. On this website, there
is a plan of Albert Square. Draw a 2-D plan of Albert Square.

✓ Check it
Activity C1
3 1
1 In a survey, 4 of people have a pre-pay mobile, 8 have a contract mobile
1
phone and 8 do not have a mobile phone. Which of the following charts
displays this information? ...............
a b
Chart to show type of Chart to show type of
mobile phone mobile phone
Pre-pay phone Pre-pay phone

Contract phone Contract phone
No phone No phone
c d
Chart to show type of Chart to show type of
mobile phone mobile phone
Pre-pay phone Pre-pay phone

Contract phone Contract phone
No phone No phone
2 What is missing from this graph? ...............

30
a there is no title
25
b the horizontal axis is not labelled
20
c the vertical axis is not labelled
Miles
15
d there is no key
10
3 Using the graph in question 2,
5
how many miles are there in
40 kilometres? ............... 0
0 10 20 30 40 50
a 24 miles b 45 miles
Kilometres
c 25 miles d 5 miles

✓
Activity C2
Five friends take part in a sponsored event. The sponsor money they receive is
recorded in the table.
Name Mary John Dev Emma Mark
Sponsor 80 45 50 30 65
money (£)
Tick the correct answers.
1 What is the mean or average amount of sponsorship money collected?

a £270 b £50
c £30 d £54
2 What is the range in the amount of sponsorship money?
a £50 b £30
c £80 d £54
How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ....................................................

A Answers
1 EastEnders 1 Check with your teacher.
2 20 people 2 Check with your teacher.
3 5 people
Activity 2 Help
1 7 million people Activity H1
2 6.5 million people 1 The least favourite activity is sport. Seventy-five
people prefer computing.
3 December
2 The lowest temperature was in April. In May the
4 From 14 million viewers in January, the number
temperature was 60 degrees Fahrenheit.
of viewers decreases gradually each month until
August, when there are 6.5 million viewers. The Activity H2
viewing figures then increase each month until
December.
Activity 3
Activity H3
AB is 7 m in the real room.
1 a CD is 4 cm on the scale drawing.
b CD is 4 m in real life. Activity H4
2 a AE is 8 cm on the scale drawing. Check with your teacher.
b AE is 8 m in real life.
Activity H5
Activity 4 1 Check with your teacher.
1 a 3 cm 2 Check with your teacher.
b 3000 cm = 30 m 3 You may get many different programmes. Check
2 a 5 cm your question with your teacher.
b 5000 cm = 50 m Activity H6
3 Answers will vary. 1 The mean age is 28.88 years. The range in ages is
27 years.
Activity 5
2 The mean wage is £232. The range is £42.
3 The mean is 14.29 tyres, which is 14 tyres
(rounded to the nearest whole number). The range
Activity 6 is 20 tyres.
1 The mean is 4.875. When we round to the nearest
whole number, the mean is five. The range is 15. Extension
2 The mean is 10.89 hours. The range is 25 hours. Activity E1
3 The mean is 19.44 video tapes. Rounded to the 1 Discuss with your teacher.
nearest whole number, the mean is 19 video tapes.
The range is 32.
a £25 is €37.50
4 The mean is 21.5 million viewers. The range in b £46 is €69
viewers is 5 million. c €50 is £33

A
Activity E2 Activity M3
1 Check with your teacher. Check with your teacher.
Check it
1 Check with your teacher. 1 b
2 a 14 + 13 + 12 + 11.5 + 10 + 8 + 7 + 6.5 + 8 + 2 a
12 + 14 + 16 = 132 3 c
132 ÷ 12 = 11
The mean is 11 million viewers. The range is Activity C2
9.5 million viewers. 1 d
b The mean is 26 hours. The range is 26 hours.
2 a
Activity E4
Mini-projects
Activity M1
Activity M2
The mean and range for cinema admissions is
Mean = (500 + 200 + 100 + 100 + 150) = 1050/5 =
210 million
The range is 500 − 100 = 400 million people
The mean and range for largest TV audiences is
Mean = (15 + 35 + 30 + 25 + 20) = 125 million
125 million ÷ 5 = 25 million
Range = 30 − 15 = 15 million viewers
Discuss trends with your teacher.

6 Taking a chance
There are lots of things that may happen and

we have lots of ways of talking about them.
You must have heard one or two of these:
‘Perhaps it will be fine tomorrow.’
‘What chance have the Rovers got on Saturday?’
‘Is it possible that the 42 will
get here before the 19?’
‘How likely is it that Jo will
turn up?’
You may also have heard:
‘Once in a blue moon’ or
‘Pigs will fly’ or
‘As sure as night follows day’
or
‘Chance would be a fine thing’.
Talk about it
Do you ever wonder about luck? Or chance? Or likelihood?
What is the likelihood of rain?
What is the chance that the baby will be a girl?
Have you been lucky enough to win the Lotto?
Just what do we mean when we say ‘Pigs will fly’?
What maths is involved in these sorts of question?
It is called probability.

■ Showing that some events are more likely to happen than others HD2/L1.1
■ Writing the likelihood of an event using fractions, decimals and percentages HD2/L1.2

Distinguishing between certain and impossible events.
What are the chances?

Talk about it
1
Have you ever won the Lotto? Do you know
anyone who has? When we ask that question,
are we talking about winning £10? No way!
We mean winning a million pounds at least!
So is it possible to win a million or more on the Lotto? Discuss with another

person how you would describe the likelihood of winning the Lotto.
As a group, decide where you think ‘Winning the Lotto’ goes on the line below
and mark it with a cross (✗).
Impossible Certain
2 Now discuss and mark on the line with a tick (✓) where you would put the
chance that the Sun will rise tomorrow.
3 Now discuss and mark on the line with a large dot (•) where you would put the
probability that a baby will be a girl.
If you put the last one in the middle, that’s probably because you knew that a baby
had to be either a boy or a girl.
It’s not certain that the baby will be a girl, but it’s not impossible either: so it feels
like half-way!
If something is impossible, it has a probability of 0; if something is certain, it has a

probability of 1. So, you never have a probability smaller than 0, or bigger than 1.
We can put numbers on the probability scale now.

Impossible Certain
1
0 2 1
B A
A That February will follow January is certain to happen – the probability is 1.
B There is an even chance that a baby

1
will be born a boy. The probability is 2 .
Another way of talking about this

probability is to say there is a
fifty-fifty chance.
C Pigs will never sprout wings and fly!
The probability of this happening is 0.
Mark this with an arrow on the line
and label the arrow C. Discuss your
answer with your teacher.

Activity 1
1
Draw your own probability scale here. Mark on 0, 2 and 1. Label ‘impossible’
and ‘certain’.
Mark these statements on the probability scale with arrows and label them with
their question number.
1 The probability that this lesson will end.

2 The probability that I will die one day.
3 The probability that a man will give birth.
4 The probability of choosing which of two hands holds a sweet.
Remember
● Some things are certain to happen – the probability is 1.
● Some things are impossible – the probability is 0.
● All other ‘events’ fall somewhere in between.
Think of at least five things that could happen for each heading.
Impossible events Events that come between Certain events

(does not have to be half-way)
? Review
Do you need more practice with probability scales? Yes ■ No ■


Putting a value on probabilities.
Heads or tails?
Why do we flip a coin to decide which team goes
first or which direction they play?
When you flip a coin, there are two possible

outcomes – heads or tails. There is only one head and the coin has only two sides,
so what is the probability of getting a head?
We can write it like this:
1 Number of heads
p (head) = =
2 Total number of possible outcomes
The probability of a tail is the same:
1 Number of tails
p (tail) = =
2 Total number of possible outcomes
Since the probabilities are the same, there is an equal chance of either outcome.
This is why we flip coins to decide who goes first in a game – because it’s fair.
We can write the probability as a decimal or a percentage:
p (head) = = 0.5 = 50%

1
2
Experiment
1 If you flip a coin 20 times, how many heads would you expect to get? ..................
Now try it and record your results.
Tails Heads
Did you get exactly what you expected? Yes ■ No ■

If you did not, this is because probability only indicates how likely an event is
to occur.
2 Do the experiment again but flip the coin 100 times. Tally your results below.
How many heads would you expect this time? ..................
Tails .................................................................................................................................................................
Heads ..............................................................................................................................................................
Did you get exactly what you expected? ■ Yes No ■

Were you closer than last time? Yes ■ No ■
number of heads
Work out ————————— = .................. (answer as a decimal)
100

Talk about it!
You will only get near the result you expected when you do an experiment a large
number of times (100 is not considered a large number).
So that you get a large number of results quickly, combine the results from
everyone in the group. Work out
Total number of heads thrown by everyone

————————————————————— = ...................................................... (as a decimal)
Total number of throws made by everyone
The probability of getting a head is 0.5. The closest the experiment came to 0.5 was for
..................................... throws.
Activity 2
1 Look at a die. List the numbers on it.
...........................................................................................
...........................................................................................
2 How many numbers are there? ........................................................................
3 List the odd numbers on the die. ........................................................................
4 How many odd numbers are there? ........................................................................
5 What is the probability of throwing an odd number? p (odd) = ____ = ____

6
6 What is the probability of throwing an even number? p (even) = .....................................................................
7 What is the probability of throwing a 6? p (6) = ........................................................................
8 Is there a ‘fair’ way of using a die to start a game? Explain.
...................................................................................................................................................................................................
...................................................................................................................................................................................................
Activity 3
blue
At the local primary school fair there is a spinner game.
1 How many sections are there on the spinner? ..................................... red red
2 Which colour should I choose if I want to win? ..................................... yellow

3 Use probabilities to explain why.
...................................................................................................................................................................................................
? Review
Do you need more practice in working out probabilities? Yes ■ No ■


Working out decimals and percentages and a wider range of probabilities.
Counters and cards

There are ten counters in a bag.
Seven are blue and three are yellow.
What is the probability of pulling out a blue counter?
p (blue) = number of blue counters 7

= = 0.7 = 70%
total number of counters 10
p (yellow) = number of yellow counters 3

= = 0.3 = 30%
p (green) = number of green counters 0

= =0 = 0%
We can only pull out blue or yellow counters, so the probability of other
colours is 0.
Activity 4
Look at a pack of playing cards.
1 How many cards are there in the pack? .....................................
2 How many red cards are in a pack? .....................................
3 How many different suits are in a pack? .....................................
4 How many aces are in a pack? .....................................
The probability of pulling out a red card is
p (red) = 26 red cards = 26 = 1

52 cards in total 52 2
5 What is the probability of pulling out a black card?
p (black) = black cards =

...............
52 cards in total
Check your answer with your teacher before continuing.
6 What is the probability of pulling out a heart?
...........................................................................................................................................................................
7 What is the probability of pulling out an ace?
...........................................................................................................................................................................
Remember
The probability of something happening = Number of ways it can happen
Total number of ways

Activity 5
1 Work out the probability as a fraction, then use your calculator to work out the
decimal and percentage.
Event Probability
Fraction Decimal %
Flipping a coin and getting a head
Rolling a die and getting an even number
Rolling a die and getting a number under 3
Rolling a die and getting a number from 1 to 6
Pulling a diamond from a pack of cards
Pulling the five of clubs from a pack of cards
Pulling a black diamond from a pack of cards
Check your fraction answers to make sure that they are in the simplest form. Remember
Write these into the table. ● Probabilities are
always written
2 At the fair they had a raffle. They were really pleased because as fractions,
they sold 500 tickets altogether. Imagine that you bought decimals or
ten for yourself and five for your cousin. Both of your percentages.
children bought a ticket and you found out later that a
friend bought a ticket.
a What is the probability that you win
first prize? .....................................

(answer as a fraction in simplest form)
b What is the probability that one of your relatives
wins first prize? .....................................

(answer as a decimal)
c What is the probability that your friend
wins first prize? .....................................

(answer as a fraction)
d What is the probability that someone from your family

(including you and your relatives) wins first prize?
..................................... (answer as a decimal)
? Review
Do you need more practice working with probabilities? Yes ■ No ■

For more work on this, go to H2 (page 9) and E1 (page 10).

Make a spinner
Make a spinner from cardboard. Divide it into six equal sections.
Colour three sections blue, two sections red and one section
green. Make a small hole in the centre and push a sharp pencil
through it.
What is the probability of the spinner landing on blue?
.....................................................................................................................................................
Now use the spinner to record the blues and complete the table below.
Number of times spun (A) Number of blues (B) B divided by A
30
60
90
120
Write down anything you notice about the numbers. ..............................................................................
Activity 6
The questions in this activity are all about the word M A T H E M A T I C S.
I pick a letter from a bag containing all the letters in the word MATHEMATICS.
1 How many letters are there in the word MATHEMATICS? .....................................
2 What is the probability that I pick ‘M’? ..................................... (answer as a fraction)
3 What is the probability that I pick a vowel? ..................................... (answer as a fraction)
4 What is the probability that I pick a consonant? ..................................... (answer as a fraction)
5 Look at the last two answers. What can you say about them? Write down anything
you notice. .....................................................................................................................................................
Can you explain? .....................................................................................................................................................
6 What is the probability that I pick a letter that is from the first half of the alphabet?
........................................................................ (answer as a fraction)
Talk about it
Have you ever played ‘Yahtzee’? Yahtzee is a commercial game that provides practice
in probability.
? Review
Do you need more practice in working out probabilities

in fractions, decimals and percentages?
Yes ■ No ■
For more work on this, go to H3 and H4 (page 9), E1 (page 10).

! Help
Activity H1
Impossible Certain
0 1
Mark where you think these events go on the probability scale.

A I will see a blue cow next week.
B Somewhere in the world someone will cough tomorrow.
C I will take the left shoe out of the box first.
Activity H2
The colours of the rainbow are: red, orange, yellow, green, blue, indigo
and violet.
1 How many colours are there? ........................................................................
2 What is the probability that Jan’s favourite rainbow colour is violet?
........................................................................
3 What is the probability that a colour chosen begins with a vowel? ...............................................................
4 What is the probability that a colour chosen has six letters? ........................................................................
Activity H3
These questions are all about a standard pack of playing cards.
Write your answers as fractions and then change them to decimals and percentages.
You may use a calculator.
1 What is the probability that a card chosen is a club? ..................................................................
2 What is the probability of choosing the queen of hearts? ..................................................................
3 What is the probability of choosing a red card? ..................................................................
4 What is the probability that the card chosen is a red ace of spades? ..................................................................
Activity H4
These questions are all about the word P R O B A B I L I T Y.
Write your answers as fractions, and then change them to decimals and percentages.
You may use a calculator.
Pick one letter from a bag containing all the letters from the word PROBABILITY.
What is the probability that it is:
1 a ‘p’? .............................................. 2 an ‘i’? ..............................................
3 a vowel? .............................................. 4 in the first half of the alphabet? ..............................................

▼
Extension
Activity E1
What is the probability that a card chosen from a standard pack of cards is:
1 a face card? ........................................................................
2 a number card of diamonds? ........................................................................
3 an even numbered black card? ........................................................................
▼
Mini-projects
▼
▼
Activity M1
Predicting the weather is a difficult skill, even with modern technology.
Throughout the centuries, people have used different methods of predicting

the weather.
Seaweed is thought to become softer when rain is expected.
People often look at the sky to get an idea of what the weather will do.
Investigate folklore and old sayings about the weather.
Choose one of the sayings and test how accurate a prediction it is.
Activity M2
Look at the attendance records for your class.
How many weeks have passed since the class started?
On how many weeks has there been 100% attendance?
Work out the probability of there being 100% attendance next week.
Activity M3
Think up your own ideas for probability and test them out.
Activity M4
Use the Lotto results. These can be found on teletext.
Work out if any number has a greater chance of coming up than others.

✓ Check it
Activity C1
Which of these events is least likely to happen? Tick your answer.
a Snow in July in England. ■ b A boy will be born somewhere. ■
c The sun will shine soon. ■
Activity C2
Which of these events has a fifty-fifty chance of happening? Tick your answer.
a A baby will be a boy. ■ b A mother will have triplets. ■
c A baby will be born somewhere next Tuesday. ■
Activity C3
Using fractions, write down the probability of:
1 throwing a 6 with one roll of a die ...............................................................................................
2 throwing a head when tossing a coin .........................................................................................
3 drawing an ace from a pack of cards ............................................................................................
Activity C4
1 Do you have a better chance of throwing a 1 or a 6 with one roll of a die?
...........................................................................................................................................................................
Activity C5
Complete the table.
Chance Fraction % Decimal
Flipping a head 0.5
Choosing the ace of clubs from the four aces 25%
Choosing the number 7 from the digits 0–9 0.1
How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ..................................................

A Answers
Talk about it (page 6) Activity 5
1, 2, 3 1
✗ ✓
Impossible Certain Probability
fraction decimal %
0 0.5 1
1
↑ ↑ ↑ 0.5 50%
2
C B A
1 0.5 50%
Activity 1 2
2 1
3 4 1 0.333 33.3%
3
↓ ↓ ↓
Impossible Certain 1 1 1
1 0.25 25%
0 1 1 4
2
1 0.0192 1.92%
Heads or tails? 52
Experiment 0 0 0
1 Expect 10 heads in 20 throws.
2 Expect 50 heads in 100 throws.
2 a 10 = 1 c 1
Other answers will vary. 500 50 500
7 = 0.014 17 = 0.034
Activity 2 b
500
d
500
1 1, 2, 3, 4, 5, 6
Discuss the result of your spinner experiment with
2 6
your teacher.
3 1, 3, 5
4 3 odd numbers
5 p (odd) 3 = 1 Activity 6
6 2
The probability of the spinner landing on blue is
6 p (even) 3 = 1 3 , 1 – or 50%, 0.5. Check the table with your teacher.
6 2
6 2
7 p (six) = 1
6 1 11 letters
8 Check your answers with your teacher.
2 2
11
Activity 3
3 4
1 4 11
2 Red 7
4
3 More red so more chance of winning: 11
p (red) = 2 = 1 5 They add up to 1 because all letters are vowels or
4 2
consonants.
Activity 4
6 8 = 72.72%
1 52 cards 11
2 26 red cards
3 4 suits (hearts, diamonds, clubs, spades) Help
4 4 aces
5 p (black card) = 26 = 1 Activity H1
52 2
Impossible Certain
6 p (heart) = 13 = 1
52 4
7 p (ace) = 4 = 1 ↑ ↑ ↑
52 13 A C B
Activity H2
1 7 2 1 3 2 4 4
7 7 7

A
1 1 , 0.25, 25%
4 Chance Fraction % Decimal
2 1 , 0.0192, 1.92% 1
52 Flipping a head 2
50% 0.5
3 1 , 0.5 50% Choosing the

2 1
ace of clubs from 4 25% 0.25
4 0 the four aces
Activity H4 Choosing the

1 number 7 from 1 10% 0.1
1 0.09091 9% 10
11 the digits 0–9
2 2 0.18182 18%
11
3 4 0.36364 36%
11
4 6 0.54545 55%
11
Extension
Activity E1
1 12 , 3 , 0.231, 23.1%
52 13
2 10 , 5 , 0.192, 19.2%
52 26
3 10 , 5 , 0.192, 19.2%
52 26
Mini-projects
Activities M1, M2, M3, M4
Check it
Activity C1
a
Activity C2
a
Activity C3
1 1
6
2 1
2
3 4 = 1
52 13
Activity C4
The same, both 1
6

1 Running a nursery
❝ My name is Meera. I have

just completed my two-weeks’
work experience shadowing a
worker at the local ‘Tiny Tots’
nursery. I spend my time
caring for the babies and
playing with the toddlers.
The owner, Sally, explained

the business of running the
nursery to me. I was surprised
at how much of the maths I
❝
was learning is needed in
Sally’s job.
Talk about it
Is there a nursery near where you live?
Can anybody start a nursery for young children?
Does anybody you know send their children to a nursery?
Why do you think nurseries are inspected in addition to other types of school?
How much do you think it costs to send a child to nursery school?
What number skills would be important for people working in nurseries?

■ Using positive and negative numbers N1/L2.1
■ Calculating ratios and proportion N1/L2.3
■ Working out values using rules and formulae (in words and symbols) N1/L2.4
■ Working out one number as a fraction of another N2/L2.3
■ Working with percentages and percentage increase and decrease N2/L2.7
■ Finding percentage parts of quantities and measurements N2/L2.8
■ Using a calculator efficiently N2/L2.10

Using positive and negative numbers.
Don’t be negative
The children’s milk should be kept at 5 degrees Celsius (5 °C). Higher

temperatures allow bacteria to grow in the milk, which means that milk must be
thrown away. Temperatures lower than 5 °C will make the milk too cold for the
children to drink without feeling chilled. Below 0 °C degrees the milk will be frozen.
Activity 1
The nursery refrigerator was faulty, so on Tuesday the
°C assistant took some readings in degrees Celsius:
10
9
7, −4, 6, 0, −1, 2, 5, 1, −2.
8
7 1 a Use the thermometer to arrange the temperature
6
5 Getting readings in order from the coldest to the warmest.
4 warmer
3
2 −4 …..… …..… …..… …..… …..… …..… …..… 7
1
0 Freezing point b List the temperatures which would lead to the milk
–1
–2 being thrown away.
–3
–4 Getting
–5 colder ................................................................................................................
–6
–7 c List all the temperatures which are at or below
–8
–9 freezing point.
–10
................................................................................................................
On Wednesday it was my turn to read the temperatures. These are my readings:

5, −3, 4, 7, −2, 6, 3, 0, 8.
2 a Arrange the temperature readings in order from the coldest to the warmest.
…..… …..… …..… …..… …..… …..… …..… …..… …..…
b List the temperatures which would lead to the milk being thrown away.
........................................................................
c Do you think the fridge is working better or worse than on Tuesday? …..…..…
Explain your answer .......................................................................................................................
....................................................................................................................................................................

3 The older children are going to an adventure park. They will be able to go on the caterpillar ride
if they are 70 centimetres (cm) or more tall.
The children’s heights are given below:
Name Height (cm)
Bethan 73
John 68
Leroy 71
Bharwinder 75
Raj 65
Zoe 63
James 70
Sally 81
a Put the children in order of height, starting with the shortest.
Write their names and heights in the table.
Height (cm) 63 70 81
Child Zoe James Sally
Difference
−7 0 +11
from 70 cm
Below 70 centimetres the difference will be negative; above 70 centimetres the

difference will be positive.
Zoe’s difference is −7 because she is 7 cm below the minimum height (63 cm is 7 cm

below 70 cm).
b Complete the third row showing how many centimetres away from the 70 cm
height barrier each child measures.
c How many children will be able to go on the ride? ........................................................................
Remember
● Negative numbers are less than zero. Positive numbers are greater than zero.
● −6 is smaller than −4 but 6 is bigger than 4.
? Review
Do you need more practice in working with negative numbers? Yes ■ No ■


Calculating ratios and amounts in direct proportion.
Keeping everything in proportion
Nurseries must have a minimum of two adults on duty. They

must also meet the ratios for adults to children shown below.
Children The ratio of the number of adults

to children
Adults : Children
Under 2 years 1 : 3 or 1 adult for every 3 children
Aged 2 years 1 : 4 or 1 adult for every 4 children
Aged 3–7 years 1 : 8 or 1 adult for every 8 children
There is 1 adult for every three children under 2 years old.
If the number of children is multiplied by 2 then there will be 6 children and they
will need 2 adults (1 for every 3 children).
The ratio of adults to children is still the same, because 1 : 3 = 2 : 6.
If the number of children is multiplied by 5, so there will be 15 children. They

will need 1 adult for every 3 children, and so they will need 5 adults. There will
then still be 1 adult for every 3 children
because 1 : 3 = 5 : 15
When comparing amounts, ratios are kept in the same order.
The ratio 1 : 3 is written with the number of adults first.
How many adults would the nursery need for 12 children under 2 years? ....................
Write this as the ratio of adults : children ........................................................................................

Activity 2
1 Put a (✓) by the correct ratios for adults : children under two years (1 : 3) and a
(✗) if the ratios are wrong.
a 3:9 ■ b 3:2 ■ c 10 : 30 ■
d 2:4 ■ e 3:1 ■ f 6 : 18 ■
2 How many adults would you need for 8 children under 2 years?
Adult : children = 1 : 3
= 2:6
= 3:9
So 2 adults is only enough for 6 children.
This would not satisfy the legal requirement so ..................................... adults would
be needed (there will be one spare place for a child).
3 How many adults would you need for 11 children under 2 years?
........................................................................
4 How many adults would be needed for 16 children under 2 years?
........................................................................
Activity 3
As children get older fewer adults
are required to supervise them.
The ratio of adults to children
aged 2 years is 1 : 4. Other ratios
are equivalent to 1 : 4.
For example 6 : 24 = 1 : 4
because 6 : 24 = (1 × 6) : (4 × 6).
Both parts of the ratio have been

multiplied by the same number.
1 Calculate the missing numbers

to make these ratios equivalent
to 1 : 4. Fill in the boxes.
a 3: b 2: c : 40 d 5: e : 16.
2 The ratio for adults : children aged 3–7 years is 1 : 8.
Other ratios are equivalent to 1 : 8.
For example 7 : 56 = 1 : 8 because (1 × 7) : (8 × 7) = 1 : 8.
Calculate the missing numbers to make these ratios equivalent to 1 : 8.
a 2: b 10 : c : 32 d 5: e : 24.

Activity 4
3 for 90p
Ratios can be used to help you to solve problems in scaling recipes.
If three bars of chocolate cost 90p, then one bar costs 30p.
Bars : Cost in pence

3 : 90
1 : 30 (divide 3 and 90 by 3 for the cost of 1 bar)
2 : 60 (multiply 1 and 30 by 2 for the cost of 2 bars)
10 : 300 (multiply 1 and 30 by 10 for the cost of 10 bars)
The price is in direct proportion to the number of bars.
But in real life, when you buy several of the same item, you may pay a lower
price per item the more you buy. The ratio changes.
1 An assistant is preparing individual materials for children. It takes him

20 minutes to prepare materials for 5 children. How long will it take him to
prepare the same materials for
1 child? ........................................................................
10 children? ........................................................................
8 children? ........................................................................
2 The children make biscuits. The nursery assistant needs to know how much of
each ingredient they need.
The ingredients for 10 biscuits are 250 g flour, 100 g butter, 50 g sugar.
The ratio flour: butter: sugar = 250 g : 100 g : 50 g = 5 : 2 : 1
Complete the table.
Biscuits Flour Butter Sugar
1 250 g ÷ 10 = 25 g 100 g ÷ 10 = ........ g 50 g ÷ 10 = ........ g
20
15

3 The nursery assistant is using a new recipe for long-lasting salt dough, which the
children will use to make models. Fill in the table for the missing ingredients.
Cups of flour Cups of salt Tablespoons Cups of Tablespoons

of cooking oil boiling water of food
colouring
2 1 1 2 1
4 2 2 2
6 6 3
5 5
20 20
6 6
4 One day when there were only 3 older children in the nursery Sally made soup
for them. The next day all 9 children wanted to have it. Here is Sally’s recipe
for soup for 3 children. Write down the amounts needed for 9 children.
Ingredient Measure for 3 children Measure for 9 children
Onion 100 g
Carrot 150 g
Potato 80 g
Tomato 50 g
Water 400 ml
? Review
Do you need more practice with ratios and proportion? Yes ■ No ■


Using rules and formulae.
Formulae rule okay!

275 275
Sometimes you need to do the same calculation for 250 250
225 225
different quantities. It is quicker to put the new 200 200
175 175
numbers into a rule or formula. The rule for working 150 150
out the total cost of packs of baby bottles is to multiply 125

100
125
100
the cost of a single pack by the number of packs needed. 75

50
75
50
25 25
Each pack costs £3.
Let the number of packs be n.
Total cost (in £) = (the cost of each pack [£3]) × (number of packs)
T = 3 × n or T = 3n
so, the total cost of 6 packs is T = 3 × 6 = £18.
Activity 5
1 £11 is the charge for each session for a child aged 3–7 years to attend the nursery.
The rule for the cost is (cost per session [£11]) × (number of sessions).
C = 11 × n = 11n
Use the formula C = 11n to find the cost of the following numbers of sessions.
a n = 10. C = 11n, so C = 11 × 10 = 110. The cost of 11 sessions is £110.
b n=8 ......................................................................................................................................
c n=7 ......................................................................................................................................
2 The nursery nurse is making up different bottles of

milk for the babies. She puts 5 scoops in each bottle.
a Write down a rule, in words, for finding the

total number of scoops for any number of bottles.
.................................................................................................................. .
Now choose suitable single letters for the total number of scoops and
number of bottles.
is the total number of scoops. is the number of bottles.
Write your rule as a formula (in symbols) ........................................................................
b Use your formula to find the total number of scoops needed.
Number of bottles Total number of scoops Remember

A formula is a rule written in symbols
20
(letters, numbers and signs).
6
13
Page 8 Unit 1 L2 NUMERACY N1/L2.4, N2/L2.10

Activity 6
The nursery needs brightening up so Sally is going

to stick new tops onto the tables. She wants to
know which coverings she can afford. Therefore, she
will need to know the size and area of each table.
The formula for the area of a rectangle is A = lw (A = l × w).
The children grow a lot while they are at nursery, so the tables are all
rectangles of different sizes.
Use the formula for the area of a rectangle to work out the area in cm2.
Length Width Area = A = lw = length × width
a 30 cm 20 cm A = 30 × 20 = 600 cm2
b 50 cm 35 cm A= × cm2
c 42 cm 34 cm A=
d 100 cm 65 cm A=
e 80 cm 58 cm A=
Activity 7
On Monday the room looked much better and Sally asked

me to buy edging to go round the play tables.
Meera used the formula P = 2 (l + w) to work out the lengths of the perimeters.
Use the formula P = 2 (l + w) to find how much edging needs to be cut to go

around the play tables in the nursery.
Length Width Perimeter = P = 2 (l + w) = 2 × (l + w)
a 30 cm 20 cm P = 2 × (30 + 20) = 2 × 50 = 100 cm
b 50 cm 35 cm P=2×( ) = cm
c 42 cm 34 cm P=
d 100 cm 65 cm P=
e 80 cm 58 cm P=
? Review
Do you need more practice using formulae? Yes ■ No ■

For more work on this, go to H4 (page 19), H5 and H6 (page 20) and
E1 (page 21).

Working out one number as a fraction of another.
What fraction is it?
There are 30 children in the nursery.
number of boys 10 1
The fraction of boys = ——————— = — = — (divide top and bottom by 10)
total children 30 3
number of girls 20 2
The fraction of girls = ——————— = — = — (divide top and bottom by 10)
total children 30 3
We have ‘cancelled’ the original fraction to get a fraction in its simplest form.
Activity 8
1 During a survey of nursery workers the following information was collected.
Responses came from 15 men and 25 women.
How many people answered the survey? ........................................................................
a What fraction of the people who answered were men? .....................................
b What fraction of the people who answered were women? .....................................
The responses by age were: 16 to 24 years = 10
25 to 39 years = 16
40 to 60 years = 12
over 60 years = 2
What fraction of the people who answered were
c 16 to 24 years? .....................................
d 25 to 39 years? .....................................
e 40 to 60 years? .....................................
f over 60 years? .....................................

Remember
Treat fractions and ratios alike, divide both parts by the same number.
e.g. 15 15 ÷ 5 3
— = ——— = —
40 40 ÷ 5 8
2 Write your answers to these parts of question 1 in their simplest form.
a ______ = ______ d ______ = ______
b ______ = ______ e ______ = ______
c ______ = ______ f ______ = ______
3 The ratio of men : women is 15 : 25 = 15 ÷ 5 : 25 ÷ 5 = 3 : 5
Use the values in question 1 to write these ratios in simplest form.
a age 16 to 24 : age over 60
....................................................
b age 40 to 60 : age 25 to 39
......................................................
4 In the nursery there are
Age Number of children
Under 2 years old 15
2 years old 9
3 to 7 years old 6
(although the older ones only come after school until they can be collected).
Work out these ratios in their simplest form.
a under 2 : 2 years
.........................................
b age 3 to 7 : under 2
.........................................
c age 3 to 7 : total
.........................................
? Review
Do you need more practice in cancelling fractions and ratios? Yes ■ No ■


Calculating percentage parts of quantities and measures.
Percentage amounts
ELECTRIC LTD
Sally is worried! She has heard that her electricity
bill is going up by 9%. She has to keep the nursery
warm so this is an important item in her accounts.
She looks at all her electricity bills for the last year
and works out that she paid £628.47. TOTAL £137.34
Meera and Sally did a quick check or estimate of the increase. They
used 10% which is near enough 9% but easier to calculate, and £630.
10% of £630 = £630 ÷ 10 = £63 Remember

To find 10% divide by 10.
Activity 9
Sally wanted to know the exact figure, however, so she got the calculator out.
This is what she did to find 9% of £628.47.
9% is 9 hundreths of £628.47.
To find 1% (1 hundreth) she divided £628.47 by 100.
Then to find 9% (9 hundreths) she multiplied the answer by 9.
We put 6 2 8 . 4 7 ÷ 1 0 0 × 9 = into the calculator.
Do this on your calculator and check that you get 56.5623.
How much extra will Sally have to pay in money?
£ ..................................... (to the nearest penny).
Sally’s last quarterly bill was £58.63.
Write down what you would put into a calculator to work out how much an extra 9%
will be .........................................................................
Check this answer before you go on.
For each question write down what you would put in your calculator before you work
out your answer.
Julie, the nursery nurse, told me that babies gain 5% of their body weight each month.
1 These are the weights of the babies one month ago.
How much did the babies gain in the last month?
a John 6000 g ........................................................................
........................................................................
b Shafi 5500 g ........................................................................
........................................................................
c Sarah 7100 g ........................................................................
........................................................................

2 45% of a nursery class are boys. If there are 20 children in the class, how many
are boys? ........................................................................
........................................................................
3 Nursery nurses earn £9400 a year. They pay 27% of their earnings in stoppages
including income tax, national insurance and pension contributions.
How much does each nurse pay in stoppages?
a Write down and work out a quick check or estimate.
........................................................................
........................................................................
b Work out the accurate value. ........................................................................
........................................................................
4 The nursery changes the telephone company it uses and saves 7% on its bills.
How much does it save on the following quarterly bills?
a £160 ........................................................................................................................................................
b £87 ..........................................................................................................................................................
c £46.86 ....................................................................................................................................................
d £69.27 ....................................................................................................................................................
5 When she orders replacement furniture Sally has to pay a deposit of 12% of the
cost. Work out the deposit Sally has to pay on these items.
Table £16 .................................................................................................................................
.................................................................................................................................
Bed £96 .................................................................................................................................
.................................................................................................................................
Chairs £48 .................................................................................................................................
.................................................................................................................................
Shelves £39 .................................................................................................................................
.................................................................................................................................
Cupboard £134 .................................................................................................................................
.................................................................................................................................
? Review
Do you need more practice in working out percentages? Yes ■ No ■


Working out percentage increases and decreases.
More or less
6% off
TOTAL
Sally buys as much as possible in bulk (large amounts)
because her suppliers give her a discount or decrease.
This is usually given as a percentage of the cost.
NURSERY WAREHOUSE
At the Nursery Warehouse, Sally gets 6% off bills that come
to £150 or more and 8% off bills that are £270 or more.
Activity 10
1 Work out what Sally actually pays when her shopping comes to:
Total % decrease Working Discount Sally pays
£173.62 6 6 ÷ 1 0 0 × 10.42 173.62 − 10.42 = £163.20

1 7 3 . 6 2 =
£226.49
£281.37 8
£321.18
Buying in bulk causes problems! Now Sally needs more

storage space so she needs to buy cupboards.
The prices of the cupboards are given without Value Added Tax (VAT). VAT is
an extra 17.5%. (The nursery has to pay VAT now, but can claim it back at a
later date.)
Meera and Sally could have used a calculator to work it out but they didn’t
have one with them so they had to do it this way.
Since 17.5 = 10 + 5 + 2.5 then 17.5% = 10% + 5% + 2.5%.
One cupboard was £200 so 17.5% of £200 is £20 + £10 + £5 = £35.
The goods including VAT will now cost £200 + £35 = £235 including VAT.
2 Use this way to work out the 17.5% VAT and the full price of these cupboards.
Cost New price including VAT
a £300 ..................................................................................................................................................
b £640 ..................................................................................................................................................
c £150 ..................................................................................................................................................
d £657 ..................................................................................................................................................
Page 14 Unit 1 L2 NUMERACY N2/L2.7, 10

Tip
Another way
● 5% increase means 5% more than the 100% price: 100% + 5% =
105% so this time you have to work out 105% of the original
price.
● 5% decrease means 5% less than the 100% price : 100% – 5% =
95% so you can work out how much you have to pay directly by
working out 95% of the original price.
So for a 6% reduction on the cost of a cupboard that costs

£134, work out
6% off!
100% − 6% = 94%
Reduced price = 94% of £134 = 94
100 × £134 = £125.96
or 134 ÷ 100 × 94 = £125.96
Activity 11
Choose either way to work out these questions on percentage increase and decrease.
1 The nursery workers are getting a 5% increase on their annual pay (p.a.).
How much extra will these workers receive after their pay rise?
a Level 2 qualified staff earning £11 500 p.a. ........................................................................
b Unqualified assistants earning £8 800 p.a. ........................................................................
c Trainees earning £7 000 p.a ........................................................................
2 A company offers 5% discount if the nursery pays for its goods in cash.
Find the discount and new price for the following orders.
Order Discount Price paid
a Play equipment £400
b Nappies £60
c Food and drink £220
d Baby food £310
e Cleaning product £45
f Toys £146
g Nursery furniture £2350
Check your answers using the other method.
Talk about it
Which way do you prefer? Discuss the advantages/disadvantages of these methods
in your group with your teacher.
It is good to have as many ways as possible to work out problems but remember
that you can always use the way you like best.

1
Shops often offer 3 off in a sale, but sometimes they write it as
33 13 % off – it looks more. Whenever you see this, stick to the
fraction which is easier to work out.
Here is an example.
33 13 % is the same as 1
and that tells you to divide by 3.
3
33 31 % off!
12 ÷ 3 = 4 so the discount is £4 and the teddy bear will
cost £12 − £4 = £8.
Activity 12
Work out the answers in this activity without using a calculator. All the percentages
have easy fraction equivalents.
1 The toy warehouse is having a sale. It is decreasing the price of all its stock by 13 .
Find the reduction and the new price of the following toys.
Reduction (£) New price (£)
a Lego bricks £48 48 ÷ 3 = £................ £48 − £................ = ................
b Jigsaws £23.40 .......................................... ......................................................
c Dolls £55.20 .......................................... ......................................................
d Dressing-up outfits £108.75 .......................................... ......................................................
e Sand and water toys £17.70 .......................................... ......................................................
f Paints £13.62 .......................................... ......................................................
2 The nursery is holding a summer fair. The pupils bring foods and other goods
to be sold.
1
The staff decides to charge 50% or 2 of the usual cost of the goods.
Work out the prices they will charge for the following items.
a Cakes at 30p each ..................................................................................................
b Tea towels at £2.40 each ..................................................................................................
c Plants at £1.40 a tray ..................................................................................................
d Books at £0.80 each ..................................................................................................
3 At the end of the summer fair the staff reduced the goods by 20% of the fair price.
What will the items in question 2 cost after this further
reduction (use the answers you found for 50%)?
Remember that 20% is the same as 15 .
a Cakes ..................................................................................................
b Tea towels ..................................................................................................
c Plants ..................................................................................................
d Books ..................................................................................................
20% OFF!
4 Julie says that the visitors buying at the end of the fair are getting 70% off the
original price of the goods. John says that it is only 60% off the original price.
Who is right, Julie or John?
Original price Price at 70% off Price at 60% off
Cakes 30p
Tea towels £2.40
Plants £1.40
Books £0.80
Who is right? ........................................................................
Discuss this with your teacher.
5 Another nursery is increasing the cost of each term by 10%.
The old cost per term was £50 for one child.
a How much will a term for one child cost after the increase in price?
.....................................................................................................................................................................
.....................................................................................................................................................................
b How much will a term for two children cost after the increase in price?
.....................................................................................................................................................................
.....................................................................................................................................................................
c But if two children from the same family attend then there is a 10%
reduction off the new price. How much will a term for two children cost
after the 10% discount?
.....................................................................................................................................................................
.....................................................................................................................................................................
6 The owner is writing to parents to inform them about the new prices. When
she wrote about the 10% discount for two children, she typed ‘the new charge
will be 10% of the cost for two children’ instead of ‘the new charge will be 10%
off the cost’. What difference does that make to the £110 cost for two children?
Work out:
a 10% of £110 = .....................................................................................................................................
b 10% off 110 = .....................................................................................................................................
c Explain your findings in words.
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
Talk about it
Discuss what you have found with others in your group and with your teacher.

7 When Sally took the minibus to the garage for a service, it cost £90. The
mechanic said that he had added £17.50 on as VAT, charging £107.50 in total.
17.5%
VAT
a Check the calculation to see if what the mechanic did was right.
17.5% of £90 = ..............................................................................................................................
Cost inclusive of VAT = ..............................................................................................................
b Was the mechanic right or wrong? .....................................
Calculate the cost, inclusive of VAT, for the services costing these amounts.
Service cost Service cost + 17.5%
c £200 ...........................................................................................................................
...........................................................................................................................
d £120 ...........................................................................................................................
...........................................................................................................................
e £60 ...........................................................................................................................
...........................................................................................................................
f £139 ...........................................................................................................................
...........................................................................................................................
? Review
Do you need more practice in using percentages? Yes ■ No ■


! Help
Activity H1
The children play in the playground when the temperature is above freezing (over
0°C)! Put these daily temperatures (in degrees Celsius) in order of size from the
lowest to the highest. 8 °C, 6 °C, −1 °C, −4 °C, −3 °C, 1 °C, 0 °C.
1 −4 °C 8 °C
2 How many days did the children play in the playground?
3 How many temperatures are below 1 °C?
4 Write down the highest temperature?
5 Write down the lowest temperature?
Activity H2
Write down four ratios equivalent to 3 : 1
a b c d
Activity H3
A play area has to be covered with concrete (which is a mixture of sand and
cement) in the ratio sand : cement is 4 : 1. Using this ratio find the missing values.
Sand Cement
1 20 kg
2 25 kg
3 100 kg
Activity H4
1 Use the formula T = 6n, where n is the number of packs of books, to find the
total cost of buying the following number of packs of books at £6 a pack.
a 10 ........................................................................
b 4 ........................................................................
2 The cost of a session at the local nursery school is £15. The rule for the cost is
(number of sessions) × £15.
Write a formula for this rule ........................................................................
and use it to find the cost of :
a 6 sessions ........................................................................
b 10 sessions ........................................................................

!
Activity H5
The nursery is replacing all the floor coverings and needs to work out the area for
the man who will lay the flooring. Complete the table below.
Length Width Area = length × width A = lw (squared units)
1 4m 3m A=
2 12 m 8m
Activity H6
The decorator is putting borders around the rooms of the nursery. He needs to
know the perimeter of each room. Complete the table below.
Length Width Perimeter = 2 (length + width) = 2 (l + w)
1 15 m 10 m P=
2 9m 8m
Activity H7
In a survey of 40 workers the responses by ethnic background were:
White African- Indian Pakistani Other

Caribbean
20 10 3 5 2
What fraction of the workers were:

20
1 White = ——— = ——— 3 Pakistani = ——— = ———
2 African-Caribbean = ——— = ——— 4 Other = ——— = ———
TECHMATIC
Activity H8 1
The nursery staff wants to buy a new TV and video recorder. 3
off all TVs
They get two companies to give them prices. The recommended all TVs and Videos! and videos!
retail price is £660. Which shop should they choose?
at Murray
Explain your decision.

▼ Extension
Activity E1
Some formulas are not in direct proportion because they have additional charges.
This is the case with telephone, gas and electricity bills and when postage and
packaging are paid on parcels. A telephone bill costs 2p per minute in calls plus
€10 (1000 p) in line rental.
The rule is the bill equals two times the number of minutes plus 1000 pence
The formula is b = 2 × m + 1000p = 2m + 1000
The formula can be used to find the bill for 250 minutes of calls.
b = 2 × 250 + 1000 = 500 + 1000 = 1500p = £15.00
1 The gas bill is made up of the cost for each therm used, at 35p a therm plus a
rental charge of €34 (3400 p).
a The rule is ............................................................................................................................................
b The formula is ....................................................................................................................................
c Use the formula above to find the gas bill when 110 therms are used.
.....................................................................................................................................................................
Activity E2
When four friends went by car to an adventure park in Ireland they saw this
notice.
■ Entry to ADVENTURE PARK 70 euros per person
■ Car park 50 euros
■ 10% reduction in entry if tickets are purchased when

buying a car-parking ticket.
1 How much should they pay in total?
...........................................................................................................................................................................
2 The girl in the kiosk charged 290 euros, 50 for the car plus 4 tickets at 60 euros.
Her boss was not happy. Why?
...........................................................................................................................................................................

▼
Mini-projects
▼
▼
Activity M1
Use the telephone directory and yellow pages
to find out how many children’s nurseries
there are in your area.
Activity M2
Contact the Early Years Section of your local
authority. Ask them for information about
running a nursery. They will be able to tell
you about ratios of adults to children, the
salaries of nursery staff and much more. Write
a report on your findings and include graphs
and calculations.
Activity M3
You are planning a birthday party for Sarah’s 4th birthday. There will be 20
children attending the party. She said that she would like:
● a birthday cake ● sweets

● crisps ● biscuits
● lots of sandwiches ● orange squash
Work out the amounts and cost of the party

food, remembering to adjust the ratios in
recipes for larger numbers of people.

✓ Check it
°C
Activity C1 2
Write the following temperatures on the thermometer.
5 °C, −3 °C, 0 °C, −1 °C, 3 °C, 1 °C

–2
Which temperature is colder −5 °C or −3 °C? .................
Water changes to ice at 0°C and below. List the temperatures that –4
would make ice. –5
....................................................................................................................................
Activity C2
I want to make a birthday cake for 20 children. The recipe makes
enough cake for 5 children. Complete the table to find the
amount of ingredients needed.
Ingredients For 5 children For 20 children
Flour 600 g
Sugar 400 g
Butter 400 g
Eggs 3
Activity C3
The cost of a stamp is 22 pence. The rule for the cost of a book of stamps is
b = 22 × s = 22s
Use the formula to find the cost of books of:
1 6 stamps ........................... 2 10 stamps ........................... 3 4 stamps ...........................
Activity C4
1 Find three fractions that are equivalent to 15 . 2 Tick the fractions which are equivalent to 23 .
6 40 9 10
a b c a 9 b 60 c 12 d 15
Activity C5
Quick ways Complete these quick ways
A quick way of working out 10% is to divide by 10.
A quick way of working out 5% is to ........................................................................
A quick way of working out 2.5% is to ........................................................................
A quick way of working out 1% is to ........................................................................

✓
Reduce these prices by the percentage given
Original price % reduction Working out New price
£200 10%
£700 5%
£80 25%
£150 1%
£350 2%
Activity C6
Work out the VAT at 17.5% and the cost including VAT on the following goods.
Cost 10% 5% 2.5% 17.5% Cost + VAT
£100
£280
£1200
£80
Activity C7
Work out following percentage amounts.
1 a 6% of 700 cm b 2% of 1500 m c 43% of £400

.............................. .............................. ..............................
Children increase their height by 4% every month. Find the increase in one month for:
2 a Peter 1000 mm b Li 800 mm c Anya 600 mm

.............................. .............................. ..............................
How am I doing?
I am confident with
.................................................................................................................................................................................
.................................................................................................................................................................................
.................................................................................................................................................................................
Date ..................................................

A Answers
1 a −4 °C, −2 °C, −1 °C, 0 °C, 1 °C, 2 °C, 5 °C, 6 °C, 7 °C 1 a C = 11 × 10 = £110
b 6 °C, 7 °C, 10°C b C = 11 × 8 = £88
c −4 °C, −2 °C, −1 °C, 0 °C c C = 11 × 7 = £77
2 a −3 °C, −2 °C, 0 °C, 3 °C, 4 °C, 5 °C, 6 °C ,7 °C, 8 °C 2 a Total number of scoops is equal to (the number
b 6 °C, 7 °C, 8 °C of bottles) × 5 scoops.
c Check with teacher. T is the total number of scoops.
3 a,b n is the number of bottles (learner’s own choice
Height (cm) 63 65 68 70 71 73 75 81
of letter).
Child Zoe Raj John James Leroy Bethan Bhawinder Sally (T = n × 5 = 5 × n = 5n)
Difference
−7 −5 −2 0 +1 +3 +5 +11
from 70 cm
Number of bottles Total number of scoops
c5 20 5 × 20 = 100
4 adults are needed for 12 children (ratio 4 : 12)
6 5 × 6 = 30
Activity 2 13 5 × 13 = 65
1 a, c and f ✓ b, d and e ✘
2 3
Activity 6
3 4
4 6 a (A = 30 × 20 = 600 cm2 )
b A = 50 × 35 = 1750 cm2
Activity 3 c A = 42 × 34 = 1428 cm2
1 a 12 b8 c 10 d 20 e4 d A = 100 × 65 = 6500 cm2
2 a 16 b 80 c4 d 40 e3 e A = 80 × 58 = 4640 cm2
1 4 minutes, 40 minutes, 32 minutes. (P = 2 × (30 + 20) = 2 × 50 = 100 cm)
2 P = 2 × (50 + 35) = 2 × 85 = 170 cm
Biscuits Flour Butter Sugar
P = 2 × (42 + 34) = 2 × 76 = 152 cm
1 250 g ÷ 10 = 25 g 100 g ÷ 10 = 10 g 50 g ÷ 10 = 5 g
P = 2 × (100 + 65) = 2 × 165 = 330 cm
20 500
500 g 200
200 g 100
100 g
P = 2 × (80 + 58) = 2 × 138 = 276 cm
4 100
100 g 40
40 g 20
20 g
Activity 8
7 175
175 g 70
70 g 35
35 g
15 25
5 125
125gg 50
50 g 25
25 g
1 40 people a 40 b 40
10 16 12 2
15 375
375 g 150
150 g 75
75 g c 40 d 40 e 40 f 40
3 5 1 2 3 1
3 2 a 8 c 8 c 4 d 5 e 10 f 20
Cups of flour Cups of salt Tablespoons Cups of Tablespoons 3 a 10 : 2 = 5 : 1 b 12 : 16 = 3 : 4

of cooking oil boiling water of food
4 a 15 : 9 = 5 : 3 b 6 : 15 = 2 : 5 c 6 : 30 = 1 : 5
colouring
2 1 1 2 1
Activity 9
4 2 2 4 2
Sally will have to pay £56.56 extra.
6 3 3 6 3
The quarterly bill increase is
10 5 5 10 5
20 10 10 20 10 5 8 . 6 3 ÷ 1 0 0 × 9 =
12 6 6 12 6
She will have to pay £5.28 extra a quarter.
4 Onion 300 g
Carrot 450 g
Potato 240 g
Tomato 150g
Water 1200 ml

A
1 a 300 g c 355 g 4
b 275 g Original price Price at 70% off Price at 60% off
2 9 Cakes 30p 9p 12p
3 a Check with your teacher.
Tea towels £2.40 72p 96p
b £2538
Plants £1.40 42p 56p
4 a £11.20 c £3.28
b £6.09 d £4.85 Books £0.80 24p 32p
5 Table £1.92
John is right.
Bed £11.52
5 a £55
Chairs £5.76
b £110
Shelves £4.68
c £110 − £11 = £99
Cupboard £16.08
6 a £11
Activity 10 b £99
c Explanations will vary but 10% of is equivalent
1
to 90% off.
Total % decrease Working Discount Sally pays
£173.62 6 6 ÷ 1 0 0 × 10.42 173.62 − 10.42 = £163.20

This makes a difference of 80%.
1 7 3 . 6 2 = 7 a £15.75, £105.75
£226.49 6 6 ÷ 1 0 0 × 13.59 226.49 − 13.59 = £212.90
2 2 6 . 4 9 =
b Wrong
£281.37 8 8 ÷ 1 0 0 × 22.51 281.37 − 22.51 = £258.86 c £235.00
2 8 1 . 3 7 =
d £141.00
£321.18 8 8 ÷ 1 0 0 × 25.69 321.18 − 25.69 = £295.49
3 2 1 . 1 8 = e £70.50
f £163.33 (to nearest penny)
2 a £30 +£15 + £7.50 = £52.50 £352.50
b £64+ £32 + £16 = £112 £752.00
c £15 + £7.50 + £3.75 = £26.25 £176.25 Help
d £65.70 + £32.85 + £16.43 = £114.98 £771.98
Activity H1
Activity 11
1 −4 °C, −3 °C, −1 °C, 0 °C, 1 °C, 6 °C, 8 °C
1 a £12075 2 3
b £9240 3 4
c £7350 4 8 °C
2 a £380 e £42.75 5 −4 °C
b £57 f £138.70
c £209 g £2232.50 Activity H2
d £294.50 Any of the following 6 : 2, 9 : 3, 12 : 4, 15 : 5, 18 : 6 etc.
Discuss the methods with the group.
Activity H3
Activity 12
1 5 kg cement
1 a £16 £32.00 2 100 kg sand
b £7.80 £15.60 3 400 kg sand
c £18.40 £36.80
d £36.25 £72.50 Activity H4
e £5.90 £11.80 1 a £60
f £4.54 £9.08 b £24
2 a 15p 2 C = 15n a £90 b £150
b £1.20
c 70p Activity H5
d £0.40 or 40p 1 12 m2
3 a 12p 2 96 m2
b 96p
c 56p
d 32p

A
Activity H6 2 –5 °C
1 50 m 3 −3 °C, −1 °C, 0 °C
2 34 m
Activity C2
Activity H7 Ingredients For 5 children For 20 children
20 1
1 =
40 2 Flour 600 g 2400 g = 2.4 kg
10 1
2 =
40 4 Sugar 400 g 1600 g = 1.6 kg
5 1
3 40 = 8 Butter 400 g 1600 g = 1.6 kg
2 1
4 40 = 20 Eggs 3 12
Activity H8
Murray’s = £440; Techmatic = £462 Activity C3
Murray’s is better. 1 132p = £1.32
2 220p = £2.20
Extension 3 88p
1 2 3 4 20
1 a The rule is the bill equals 35 times the number 1 Any fraction equivalent to 5 e.g. 10 , 15 , 20 , 100 .
of therms plus 3400p. 2 Tick a, b, d.
b The formula is B = 35t + 3400
Activity C5
c b = 35 × 110 + 3400 = 7250p = £72.50
Quick ways can vary.
Activity E2 A quick way of working out 5% is to halve 10%.
1 Correct charge is (€280 − €28 = €252 for entry A quick way of working out 2.5% is to halve 5%.
tickets) + €50 for the car = €302 A quick way of working out 1% is to divide 10% by 10.
2 Girl charged €10 less for each ticket instead of 10% Original price % reduction Working out the reduction New price
less i.e 4 × €60 + €50 = €290. Her boss would not £200 10% £200 − £20 £180
have been happy that she charged €12 less than £700 5% £700 − £35 £665
she should have. £80 25% £80 − £20 £60
£150 1% £150 − £1.50 £148.50
Mini-projects £350 2% $350 − £7 £343

Activity C6
Cost 10% 5% 2.5% 17.5% Cost + VAT
Check it £100 £10.00 £5.00 £2.50 £17.50 £117.50
£280 £28.00 £14.00 £7.00 £49.00 £329.00

Activity C1 £1200 £120.00 £60.00 £30.00 £210.00 £1410.00
1 °C
£80 £8.00 £4.00 £2.00 £14.00 £94.00
5
4
3
2 Activity C7
1
0 1 a 42 cm b 30 m c £172
–1
2 a Peter 40 mm b Li 32 mm c Anya 24 mm
–2
–3
–4
–5

2 Broadening horizons
s is my family. We like to go
My name is Carole and thi
e our car and tent to
on camping holidays. We tak
nce. We have two teenage
campsites in England and Fra
joy camping in France.
children. They especially en
ngs. We also need to
We have to take a lot of thi r
e. Some things are cheape
plan how much money to tak
re expensive.
in France and some are mo
Talk about it
Have you been to another country?
Do you know where you can buy foreign currency?
Do you know what currency is used in most European countries?
Have you used any currencies other than pounds? What was it? Where was it from?
Do you know how to convert from one currency to another?
Do you know what prices are like in any mainland European country?
Do you know how much petrol costs in mainland Europe?

■ Calculating money and converting between currencies MSS1/L2.1
■ Using decimals to compare prices N2/L2.5
■ Using percentages to compare costs and work out commission N2/L2.7, 8, 9
■ Using a calculator N2/L2.10

Using decimals and percentages to compare prices.
How much will the money cost?
Since January 2002, France has used the euro (€). I wanted to buy
some euros so I had to find out where I can buy foreign currency.
You can buy foreign currency in a bank, building society, post office,
travel agent or from a bureau de change.
Activity 1
The cost of buying foreign currency is not the same in every bank.
It pays to look around for the best deal.
Comparing decimals
When you want to compare long decimal numbers, rearrange the numbers in order of size.
Arrange these three numbers in order of size, starting with the smallest.
284.86, 276.78, 315.54
To do this, compare the values of the digits with the same place value column.
Start with the largest place value (hundreds in this example). 2 8 4 . 8 6
Pick out the smallest value (2). 2 7 6 . 7 8
If there is more than one of the same value 3 1 5 . 5 4
compare the digits in the next place value Original numbers
column (tens in this example).
Pick out the smaller value (7). 2 7 6 . 7 8
Continue until all comparisons have been made. 2 8 4 . 8 6
3 1 5 . 5 4
Numbers in order of size
Here are quotes for the cost of €700 from four different providers.
Provider Amount Provider Amounts in order of size

Action Bank £474.32 Supercash £463.32
Supercash £463.32
Best Bank £476.16
Savings Bank £467.88
1 In the table write the amounts in order of size. Start with the cheapest.
Remember the cheapest is the lowest value. The most expensive is the highest
value. The cheapest quote was £463.32.
2 The most expensive quote was £
3 The difference was ..................................... =£ .....................................

Activity 2
I found that the
Rearrange the cost of buying €700 in order of size. Start with the most expensive. cost of currency
is not the same
Amount (€) Cost (£) City Cost City in all cities.
€700 £461.47 Belfast
€700 £469.42 Brighton
€700 £472.97 Bristol
€700 £461.44 Manchester
€700 £479.19 Newcastle
€700 £465.66 Oxford
1 The most expensive city was ........................................................................
2 The cheapest city was ........................................................................
3 The greatest difference in price was .............................................. – .............................................. =£ ...........................
Activity 3
Many places charge a fixed percentage fee to change money.
This is called a commission charge.
Remember
Commission
Finding a percentage of a number
Roman Bank 2% The words ‘per cent’ mean ‘in every hundred’.
Western Bank 1.5% Use a calculator to find 2% of £150.00.
City Bank 2.0% Enter: 2 ÷ 100 × 150 =

the calculator display shows 3
Penny Bank 1.0%
2% of £150.00 = £3.00
or without a calculator
I have worked out how much it will cost
me to change £150 at Roman Bank. 1% of £150.00 = £1.50 (divide by 100),
2% of £150.00 = 2 × £1.50 = £3
Changing £150.00 at Roman Bank will cost
£150.00 + £3.00 = £153.00.
1 Changing £150 at Western Bank will cost ........................................................................
2 Changing £150 at City Bank will cost ........................................................................
3 Changing £150 at Penny Bank will cost ........................................................................
4 The cheapest bank to change money is ........................................................................
5 The most expensive bank to change money is ........................................................................
? Review
Do you need more practice in comparing decimals? Yes ■ No ■


Converting between currencies and using a calculator.
Money changing
I want to work out how much money I
will get. I need to know how to
convert between currencies.
Activity 4
Most countries in Europe use the same currency – the euro.
Currency conversion: pounds to euros

To change from one currency to another you need to know the exchange rate for that day.
On 24/08/02 the pound (£) to euro (€) exchange rate was £1 = €1.59 (or 1€ and 59 cents).
Convert from £ to € like this. Check your calculation by dividing by €1.59.
£1 = 1 × 1.59 = €1.59 €1.59 ÷ €1.59 = £1
£2 = 2 × 1.59 = €3.18 €3.18 ÷ €1.59 = £2
£3 = 3 × 1.59 = €4.77 €4.77 ÷ €1.59 = £3
So multiply the number of pounds (£) by the exchange rate.
1 £25 = 25 × 1.59 = ..................................... Check: ..................................... ÷ €1.59 = £25
2 £50 = 50 × 1.59 = ..................................... Check: ........................................................................
Activity 5
We made this ready reckoner to help us to convert from pounds to euros.
Pound (£) Euro (€) Pound (£) Euro (€)
1 1.59 10
2 3.18 15 23.85
3 20 31.80
4 25
5 7.95 30 47.70
6 9.54 35
7 11.13 40 63.60
8 12.72 45 71.55
9 50
Complete the ready reckoner.
Page 4 Unit 2 L2 NUMERACY MSS1/L2.1; N2/L2.10

When in France we want to compare French prices with English prices. To be
able to compare prices we need to convert from euros to pounds.
Activity 6
Currency conversion: euros to pounds

On 12/09/02 the euro (€) to pound (£) exchange rate was: €1 = £0.63
Convert from € to £ like this. Check your calculation by dividing by £0.63.
€1 = 1 × £0.63 = £0.63 £0.63 ÷ £0.63 = £1
€2 = 2 × £0.63 = £1.26 £1.26 ÷ £0.63 = £2
€3 = 3 × £0.63 = £1.89 £1.89 ÷ £0.63 = £3
The euro to pound exchange rate is given as €1 = £0.63.
1 €25 = 25 × 0.63 = ..................................... Check: ..................................... ÷ 0.63 = € .....................................
2 €50 = ............................................................. Check: ..................................................................................................
3 €20 = ............................................................... Check: ..................................................................................................
4 €275 = ............................................................ Check: ..................................................................................................
Activity 7
We made this ready reckoner to help us to convert from pounds to euros.
Euro (€) Pound (£) Euro (€) Pound (£)

1 0.63 10
2 1.26 15 9.45
3 20 12.60
4 25
5 3.15 30 18.90
6 3.78 35
7 40 25.20
8 5.04 45 28.35
9 5.67 50
Complete the ready reckoner.
? Review
Do you need more practice in converting currency? Yes ■ No ■

For more work on this, go to H3 and H4 (pages 13 and 14) or E1 (page 15).

Using decimals and percentages and knowing how to use a calculator.
Pitching the tent

We compared the costs of several
campsites to find the cheapest site.
Activity 8
Campsites charge for a pitch with 1 car, and for each person.
Campsite A Low season High season

29/07 – 24/08
Per person €2.60 €3.60
Pitch with 1 car €7.20 €10.20
I worked out the costs for campsite A.

Low season cost High season cost
4 people @ €2.60 = €10.40 4 people @ €3.60 = €14.40
Pitch + car = €7.20 Pitch + car = €10.20
Total cost €17.60 Total cost €24.60
Work out the costs for campsite B and campsite C.
Campsite B Low season High season

29/07 – 24/08
1 Low season cost 2 High season cost

4 people @ ..................................... 4 people @ .....................................
Pitch + car ..................................... Pitch + car .....................................
Total cost ..................................... Total cost .....................................
Campsite C Low season High season

29/07 – 24/08
3 Low season cost 4 High season cost

4 people @..................................... 4 people @ .....................................
Pitch + car ..................................... Pitch + car .....................................
Total cost ..................................... Total cost .....................................
Page 6 Unit 2 L2 NUMERACY N2/L2.7, 5, 10

5 Arrange the campsites in order of cost to complete the table. Begin with the
cheapest for the low season.
Campsite Low season cost High season cost Are the high season costs
for the campsites in the
same order?
.......................................................
Activity 9
It is cheaper to go on holiday in the low season. I want to

work out the percentage I can save at each campsite.
Work out the difference in cost for campsite A.
High season price – low season price = €24.60 – €17.60 = €7.00

So I would save €7 out of the €24.60 I would pay during the high season.
Remember
7.00
Write this ______ = 0.2845… (Leave the whole number
24.60
on your calculator display.) 7.00
______
Change this to a percentage (× 100) = 0.2845 × 100 24.60
= 28.45 means 7.00 ÷ 24.60
= 28% to the nearest whole number
We would save 28% by camping at campsite A in the low season compared with the high season.
Work out the percentage savings for campsite B and campsite C.
1 Campsite B
High season price – low season price = ...............................................................................................................................
As a percentage of the high season price = .......................................................................................................................
To the nearest whole number = ........................................................................................................................................ %

2 Campsite C
High season price – low season price = ...............................................................................................................................
As a percentage of the high season price = .......................................................................................................................
To the nearest whole number = ........................................................................................................................................ %
3 The biggest percentage saving would be made at campsite
? Review
Do you need more practice in using percentages? Yes ■ No ■


Working out percentage increases and decreases and converting between currencies.
Bring or buy?
Activity 10
When we are camping we prepare our own meals.

Some groceries are cheaper in England so we
try to take these with us. Other groceries are
cheaper in French supermarkets.
We take breakfast cereals with us as they cost much more in France.
Product Amount Price in % dearer Price in Price in

England (£) in France France (£) France (€)
Kelloggs cornflakes 500 g £0.97 40% £1.36 €2.16
Frosties 375 g £1.16 20%
Heinz ketchup 570 g £0.69 69%
Vegetable oil spread 500 g £0.59 88%
Carole worked out the cost of Kelloggs Cornflakes with a calculator like this.
Cornflakes cost £0.97 in England. They are 40% more expensive in France.
Extra cost = 40% of £0.97 = 40 ÷ 100 × 0.97 = £0.388 (£0.39 to the nearest penny).
Price in France = original price + extra cost = £0.97 + £0.39 = £1.36.
Approximate price in euros = 1.36 × 1.59 = €2.1624 = €2.16 (to the nearest cent).
Carole’s son, Winston, estimated the extra cost without using a calculator. Tip
He did it like this: Use £1 = €1.59
£0.97 is about £1
10% of £1 = 10p
40% of £1 = 4 × 10p
= 40p
So the price in France should not be far off £1 + 40p = £1.40.
1 Work out the cost of Frosties in France using Carole’s method.
Extra cost = ..................................................................................................................................................
French price = original price + extra cost ...........................................................................................................................
Price in euros = ..................................... × ..................................... =€ =€
Check your answer in pounds (£) using Winston’s method.
2 Work out the cost of Heinz ketchup in France using Carole’s method.
Extra cost = ..................................................................................................................................................
French price = original price + extra cost ...........................................................................................................................
Price in euros = ........................................................................ =€ =€
Page 8 Unit 2 L2 NUMERACY N2/L2.7, 8, MSS1/L2.1

3 Work out the cost of vegetable oil spread in France using Carole’s method.
Check using Winston’s method.
Extra cost = ..................................................................................................................................................
French price = original price + extra cost ..........................................................................................................................
Price in euros = ........................................................................ =€ =€
Activity 11
Product Amount Price in % cheaper Price in Price in
England (£) in France France (£) France(€)
Butter 200 g £0.69 55% 0.31 0.22
Tomato soup 68 g £0.39 65%
Spaghetti 500 g £0.49 22%
Pasta sauce 400 g £1.45 44%
Carole worked out the cost of butter like this.

Butter costs £0.69 in England. It is 55% cheaper in France.
Amount less = 55% of £0.69 = £0.345 + £0.0345 = £0.3795 = £0.38 (to nearest 1p).
French price = English price – amount less
£0.69 – £0.38 = £0.31 Tip
Use £1 = €1.59
1 Work out the cost of tomato soup in France.
Amount less = ..................................................................................................................................................
French price = English price – amount less ......................................................................................................................
Price in euros = ..................................... × ..................................... =€ =€
2 Work out the cost of spaghetti in France.

Amount less = ..................................................................................................................................................
Price in euros = ..................................... × ..................................... =€ =€

3 Work out the cost of pasta sauce in France.
Amount less = ..................................................................................................................................................
Price in euros = ..................................... × ..................................... =€ =€
? Review
Do you need more practice in working with currency conversions and Yes ■ No ■
percentage changes?

Working out one number as a percentage of another.
Counting the cost

€ £
Activity 12 The newspapers tell me that
petrol prices are lower in France,
but I want to check for myself.
I decided to look on the Internet

for fuel prices in France.
4-star petrol prices

UK France
79.5 pence 1.12 euros Tip
(6th Sept 2002) Use £1 = €1.59
I want to work out what the percentage saving will be when I buy fuel in France.
● Change the UK price to euros.

79.5 pence = £0.795
Price in euros = price in UK × number of euros to a pound
= 0.795 × 1.59 = €1.26405 = €1.26
● Find the price difference.
Difference in price = UK price – French price = €1.26 – €1.12 = €0.14
● Work out the percentage saving in France.
amount saved (€)
Percentage saving = × 100
UK price (€)
0.14
= × 100 = 11.1111% = 11.1% (correct to 1 decimal place)
1.26
Carole will save 11% per litre if she buys 4-star petrol in France.
1 Complete the table and work out the percentage saving for each type of fuel.
England England France Difference Percentage

(pence) (euros) (euros) saving
4-star 79.5p €1.26 €1.12 0.14 11.1%
Unleaded 76.8p €1.04
Diesel 77.5p €0.78
2 The largest percentage saving is for .
3 The smallest percentage saving is .

Activity 13
Petrol prices change very quickly. Here are the prices given on 28th September 2002.
Country 4-star Unleaded Diesel I want to work out the percentage

France €1.13 €0.90 €0.79 increase when I buy 4-star fuel in the UK.
UK 79.5p 75.3p 76.6p
● Change the UK price to euros.

79.5 pence = £0.795
0.795 × 1.59 = €1.26405 = €1.26
● Find the price difference.
Difference in price = UK price – French price = €1.26 – €1.13 = €0.13
● Work out the percentage increase in the UK.
amount extra (€)

Percentage increase = × 100
French price (€)
0.13
= × 100 = 11.5% (correct to 1 decimal place)
1.13
It will cost 11.5% more per litre to buy 4-star petrol in the UK compared with
buying it in France.
1 Complete the table to work out the percentage increase for each type of fuel.
England England France Difference Percentage

(pence) (euros) (euros) increase
4-star 79.5p €1.26 €1.13 €0.13 11.5%
Unleaded 75.3p €0.90
Diesel 76.6p €0.79
2 The largest percentage increase is for .
3 The smallest percentage increase is for .
? Review
Do you need more practice in working with currency, using decimals

and percentages?
Yes ■ No ■

Converting between currencies.
Changing back When we get to England we sell euros

to the bank in exchange for pounds.
A bank, bureau de change or travel agent will have two
exchange rates for currency.
This is how you will see this advertised.
The box shows the exchange rate for one pound (£1).
Exchange rates
This indicates that:
We buy We sell
● You have to give the bank €1.74 for every £1 they give you. 1.74 EUROS 1.59
● The bank will give you only €1.59 for every £1 you give them.
So if Carole buys some currency from a bank and then sells it back to them,
she will have less money than when she started.
Activity 14
This is what would happen if Carole changed £50 to euros then changed it back
(with no commission) to pounds.
The bank sells €1.59 for £1.
£50 = 50 × €1.59 = €79.50
The bank buys €1.74 for £1.
€79.50 ÷ €1.74 = £45.69 (to the nearest 1p)
Carole loses £50.00 – £45.69 = £4.31
Use the bank rates above to work out how much you would lose on each exchange.
1 £100 = €100 × 1.59 = €
÷ 1.74 = £ ..................................................................................................................................................
I lose .............................................................. – .............................................................. = ..............................................................
2 £125 = €
÷ 1.74 = £ ..................................................................................................................................................
I lose .............................................................. – .............................................................. = ..............................................................
3 £450 = €
÷ .............................................................. =£ .....................................................................................................
I lose .............................................................. – .............................................................. = ..............................................................
? Review
Do you need more practice in currency conversion and comparing decimals? Yes ■ No ■

! Help
Activity H1
Table 1 shows the pounds given for 1250 Swiss francs on 7 days.
Arrange the seven numbers in order of size, starting with the smallest. Put the
results in Table 2.
Table 1 Table 2
Pounds given Pounds given
Day 1 5 3 3 . 5 7 Day 3 5 3 3 . 2 8
Day 2 5 3 3 . 3 9 Day 5 3 3 .
Day 3 5 3 3 . 2 8 Day 5 3 3 .
Day 4 5 3 5 . 4 5 Day
Day 5 5 3 7 . 5 9 Day
Day 6 5 3 7 . 3 6 Day
Day 7 5 4 2 . 0 9 Day
Activity H2
Complete the table by working out how much it will cost to buy £450 of foreign
currency for different rates of commission.
Commission Given rate of £450 Commission £450 + commission = cost

rate
1% 450 ÷ 100 = £4.50 £4.50 £450 + £4.50 = £454.50
2% 2 × £4.50 £9.00
3%
4%
2.5%
Activity H3
Complete this currency ready reckoner.
The exchange rate is £1 = 2.32 Swiss francs.
Pound 1 2 3 4 5 6 7 8 9 10
Swiss francs 2.32 4.64 6.96 23.20

!
Activity H4
This currency ready reckoner allows you to change from Swiss francs to pounds (£).
Swiss franc Pound Swiss franc Pound
1 0.45 10 4.47
2 0.89 15 6.70
3 1.34 20 8.94
4 1.79 25 11.17
5 2.23 30 13.41
6 2.68 35 15.64
7 3.13 40 17.88
8 3.58 45 20.11
9 4.02 50 22.35
Use the ready reckoner to work out these prices in pounds.
Amount Price in Swiss francs Price in pounds (£)
Pepsi 1.5 litres 2.00
Apples 1 kg 3.00
Instant coffee 100 g 5
200 g 10
Supersoft toilet rolls 12 8.00
Cheese 1 kg 11.00 = 10 + 1 4.47 + 0.45 = 4.92
Washing liquid 2 litres 13.00

Chicken 1 kg 17.00
Pork chops 1 kg 18.00
Bacon 1 kg 26.00
Activity H5
Work out the percentage saving in France for these items (use £1 = €1.59).
Item England England France Difference Percentage

(pounds) (euros) (euros) (euros) saving (%)
2 litres cola £1.89 €1.80
200g instant coffee £2.85 €3.10
Page 14 Unit 2 L2 NUMERACY SLlr/E2.3, Wt/E2.1

▼ Extension
Activity E1
This table shows the conversion rates between the UK pound and five other currencies.
Thursday, September 19, 2002
Currency Japanese Pakistan Russian Hong Kong US

names yen rupee rouble dollar dollar
UK pound 188.250 95.6815 49.0917 12.0953 1.5501
Use the table to convert these amounts of money to the currencies stated.
1 £1500 = .................................................................................................................................................. Hong Kong dollars
2 £800 = ..................................................................................................................................................... Japanese yen
3 £640 = ..................................................................................................................................................... US dollars
4 £300 = ..................................................................................................................................................... Pakistani rupees
5 £120 = ..................................................................................................................................................... Russian roubles
Activity E2
Campsite price list
Prices per day in high season Low season
Pitch + car €26.00
Adult €6.80 50%

reduction
Child aged 7–15 years €5.10 (excluding
holiday tax)
Holiday tax (per person €0.35
over 15 years)
Work out the total cost for 2 adults and 2 children, aged 8 and 10, with a car
and tent, for one night.
High season
1 The high season cost (excluding tax) = ........................................................................
2 Cost including holiday tax = ........................................................................
Low season
3 The low season cost (excluding tax) = ........................................................................
4 Cost including holiday tax = ........................................................................
5 This site offers a 20% reduction (excluding holiday tax) to groups staying for
more than three nights. Work out the cost including holiday tax for the
family for four nights at high season.

▼
Mini-projects
▼
▼
Activity M1
Collect information about exchange rates and commission charges at banks and
building societies. Compare the rates and charges at different banks etc.
Record exchange rates for one or more currencies over a period of time.
Look in daily papers.
If you have Internet access, try sites like
www.oanda.com
www.rate.co.uk
Activity M2
The Hamburger Index, also known as the Big Mac index, shows the cost of a Big
Mac in many countries.
Find out about the index and use it to compare prices.
Try this site.
www.oanda.com
Compare fuel prices across Europe.
You could start with this site.
www.see-search.com/business/fuelandpetrolpriceseurope
Activity M3
Plan a trip to another country e.g. Pakistan, the Caribbean, Eastern Europe etc.
Find out about the currency and the exchange rate.
Produce a currency exchange ready reckoner.
Find out about hotel costs.
Activity M4
Use the Internet to find and compare the cost of some food items from a
supermarket in the UK and in another country of your choice.
1 Which country is cheaper?
2 By what percentage?
3 Write a report on your findings.
Try these sites for information about prices in France.

www.day-tripper.net
www.francetourism.com

✓ Check it
Activity C1
Use the pound to dollar exchange rate of £1 = $1.55 to complete the table.
Pound (£) US dollar ($) Pound (£) US dollar ($)
10 60
20 70
30 80
40 90
50 100
Activity C2
1 The table shows the price of a Big Mac in eight countries.
Rearrange the prices in order, starting with cheapest.
Country Price in US dollars Country Price in US dollars
United States $2.54 Argentina $0.68
Britain $3.11
Australia $1.64
China $1.19
Switzerland $4.27
Sweden $2.57
Denmark $3.31
Argentina $0.68
2 a Use the table above to write down the cost of a

Big Mac in Britain, in US dollars.
b One US dollar is 64 pence ($1 = 64p). Work out the

cost of a Big Mac in pounds and pence.
.................................................................................
................................................

✓
Activity C3
Some goods cost less in France; others cost more.
Give your answers in pounds and pence.
1 A 1.5 litre bottle of Pepsi costs 89p in an English supermarket. It costs 25% less
in France.
In France it costs ........................................................................
2 A litre of orange juice costs 99p in England. It costs 50% less in France.
3 A 115 g tin of sardines costs 29p in England. It costs 70% more in France.
4 A tin of tuna costs 99p in England. It costs 57% more in France.
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ........................................................................

A Answers
1 1 £15.75 Check 15.75 ÷ 0.63 = €25
Provider Amounts in 2 £31.50 Check 31.50 ÷ 0.63 = €50

order of size
3 £12.60 Check 12.60 ÷ 0.63 = €20
Supercash £463.32
4 £173.25 Check 173.25 ÷ 0.63 = €275
Savings Bank £467.88
Activity 7
Action Bank £474.32
1
Best Bank £476.16
Euro (€) Pound (£) Euro (€) Pound (£)
2 £476.16 3 1.89 10 6.30
3 £476.16 – 463.32 = £12.84 4 2.52 25 15.75
Activity 2 7 4.41 35 22.05
City Cost (£) 50 31.50
Newcastle £479.19
Activity 8
Bristol £472.97 1 10.40 + 4.50 = 14.90
Brighton £469.42 2 15.80 + 8.70 = 24.50
Oxford £465.66 3 12.00 + 5.80 = 17.80
Belfast £461.47 4 16.80 + 8.20 = 25.00
Manchester £461.44 5
1 Newcastle Campsite Low season cost High season cost
2 Manchester Campsite B €14.90 €24.50

3 £479.19 – £461.44 = £17.75 Campsite A €17.60 €24.60
Activity 3 Campsite C €17.80 €25.00

1 £152.25
Activity 9
2 £153
1 €9.60 9.6 ÷ 24.50 × 100 = 39%
3 £151.50
2 €7.20 7.20 ÷ 25.00 × 100 = 29%
4 penny
5 Roman and city 3 campsite B
1 €39.75 Check 39.75 ÷ 1.59 = 25 1 £0.232, £1.39, €2.21
2 €79.50 Check 79.50 ÷ 1.59 = 50 2 £0.4761, £1.17, €1.86
Activity 5 3 £0.5192, £1.11, €1.76
Pound (£) Euro (€) Pound (£) Euro (€) Activity 11

3 4.77 10 15.90 1 £0.2535, £0.14, €0.22
4 6.36 25 39.75 2 £0.1078, £0.38, €.0.60
9 14.31 35 55.65 3 £0.638, £0.81, €1.29
50 79.50

A
Activity 12 H2
1 Rate Given rate of £450 Commission £450 + commission = cost
England England France Difference Percentage 1% 450 ÷ 100 = £4.50 £4.50 £450 + £4.50 = £454.50
(pence) (euros) (euros) saving
2% 2 × £4.50 £9.00 £450 + £9.00 = £459.00
4-star 79.5p €1.26 €1.12 €0.14 11.1%
3% 3 × £4.50 £13.50 £450 + £13.50 = £463.50
Unleaded 76.8p €1.22 €1.04 €0.18 14.8%
4% 4 × £4.50 £18.00 £450 + £18.00 = £468.00
Diesel 77.5p €1.23 €0.78 €0.45 36.6%
2.5% 2.5 × £4.50 £11.25 £450 + £11.25 = £461.25
2 Diesel
H3
3 4-star
Pound 1 2 3 4 5
Activity 13 Swiss francs 2.32 4.64 6.96 9.28 11.60
1
England England France Difference Percentage Pound 6 7 8 9 10
(pence) (euros) (euros) saving Swiss francs 13.92 16.24 18.56 20.88 23.20
4-star 79.5p €1.26 €1.13 €0.13 11.5%
H4
Unleaded 75.3p €1.20 €0.90 €0.30 33%
Pepsi £0.89 washing liquid £5.81
Diesel 76.6p €1.22 €0.79 €0.43 54% apples £1.34 *chicken £7.59 or £7.60
100g instant coffee £2.23 *pork chops £8.04 or £8.05
2 Diesel 200g instant coffee £4.47 bacon £11.62
3 4-star toilet rolls £3.58
*Answer depends on method used
Activity 14
1 €159 91.38 £100 – £91.38 = £8.62 H5
2 €198.75 114.22 £125 – £114.22 = £10.78 Item England England France Difference Percentage
(pounds) (euros) (euros) (euros) saving (%)
3 €715.50 411.21 ÷ 1.74 £450 – £411.21 = £38.79
2 litres £1.89 €3.01 €1.80 €1.21 40.2%
Help cola
H1 200 g £2.85 €4.53 €3.10 €1.43 31.6%

instant
Pounds given coffee
Day 3 5 3 3 . 2 8
Day 2 5 3 3 . 3 9
Day 1 5 3 3 . 5 7
Day 4 5 3 5 . 4 5
Day 6 5 3 7 . 3 6
Day 5 5 3 7 . 5 9
Day 7 5 4 2 . 0 9

A
Extension Check it
E1 C1
1 18142.95 Hong Kong dollars Pound US dollar ($) Pound US dollar ($)
2 150600 Japanese yen 10 15.50 60 93.00
20 31.00 70 108.50
3 992.064 US dollars
30 46.50 80 124.00
4 28704.45 Pakistani rupees
40 62.00 90 139.50
5 5891.004 Russian roubles
50 77.50 100 155.00
E2
High season C2
1 €26.00 + 2 × €6.80 + 2 × €5.10 = €49.80 1 Country Price in US dollars
2 €49.80 + 4 × €0.35 = €51.20 Argentina $0.68
Low season China $1.19
3 50% of €49.80 = €24.90 Australia $1.64
United States $2.54

4 €24.90 + 4 × €0.35 = €26.30
Sweden $2.57
5 One night costs €49.80. Four nights costs €199.20.
20% of €199.20 is €39.84. Cost without tax = Britain $3.11
€159.36. Tax for one night = 4 × €0.35 = €1.40. Denmark $3.31
Tax for 4 nights = €5.60. Total cost €159.60 + €5.60
Switzerland $4.27
= €164.96
2 a $3.11
Mini-projects
b £1.99
Activities M1, M2, M3, M4
Check with teacher.
C3
1 0.67
2 £0.495 therefore £0.50 to the nearest 1p
3 £0.49
4 £1.55 to nearest 1p

3 My delivery job
My name is Darren. I am starting a new job with a I also work with Anna, who is based in one of the
company that makes and sells furniture. shops, selling goods and organising the deliveries.
My job will be driving a van and delivering furniture Len, the shop manager, has to compare sales
made by the company. offers in different shops. I also work with Naheed. It
I have to know what the EU regulations on driving at is her job to calculate the wages.
work are and when I have to rest between deliveries.
I also need to work out the timing of the deliveries.
Talk about it
Do you know anyone whose job is to drive a lorry or van?
Do they drive in Britain or other parts of Europe? Do they drive to deliver
goods? What other driving jobs can you think of?
Why do you think there are laws to limit the amount of time someone should
drive when they are working?
Have you had goods delivered to your home? How long did you wait for the
delivery? A week, a day, six weeks?
Discuss all the different ways you have seen prices reduced in sales.
Discuss all the different ways people get paid to work in shops or drive lorries.

■ Calculating, measuring and recording time MSS1/L2.2
■ Calculating equivalent fractions, decimals and percentages N2/L2.2
■ Working with fractions N2/L2.4
■ Using a calculator N2/L2.10

Using fractions to add and subtract time.
Time to drive
Darren is about to start a new job. Part of his work will be driving a delivery van.
Activity 1
Darren has the correct licence but Eryl, his supervisor, wants him to learn the
rules about driving at work. For the first two weeks, Darren will only drive for
4 12 hours each day.
The boxes below show Darren could drive for a total of 4 12 hours then rest.
1 hour 1 hour 1 hour 1 hour 1

2 hour = 4 12 hours
Alternatively, he could drive for 2 hours then make a delivery and rest, drive for
another 1 12 hours, make another delivery and rest and then drive for 1 final hour.
1
1 hour 1 hour + 1 hour 2 hour + 1 hour = 4 12 hours
WEEK 1
1
1 On Monday, Eryl wants Darren to drive for 2 2 hours to make a delivery,
1
then rest, then drive for another 2 hour. Complete the boxes to show
how Darren could drive for a total of 4 12 hours.
1 hour 1 hour 1
2 hour + 1
2 hour + = 4 12 hours
2 On Tuesday, Darren drives for 1 hour to make a delivery and then rests. Then
1
he drives for 2 hour, makes another delivery and rests. He then drives for
another 1 hour, makes another delivery and rests.
Draw a diagram below to show Darren’s driving time, and how he could finish
1
the drive to make a total of 4 2 hours.

Activity 2 Remember
1
1 hour = 60 minutes hour = 0.5 hours
Write 45 minutes as a fraction of an hour. 2
1 3
4
hour = 0.25 hours 4
hour = 45 minutes
45 minutes = ..................................... hour
EU regulations say that for safety reasons,
when driving for 4 12 hours in total, Darren
Darren could take three equal breaks:
should rest for a total of 45 minutes.
15 minutes + 15 minutes + 15 minutes = 45 minutes (Rest can be taken in 15-minute breaks
1 1 1 3 or altogether.)
4 hour + 4 hour + 4 hour = 4 hour
1 1 1 3
4
+ 4
+ 4
= 4 hour
Alternatively, Darren could take two breaks:

in minutes
30 minutes + 15 minutes = 45 minutes
in hours
1 1
2 hour + 4 hour =
To add them together I must find a

common denominator, in this case, 4:
2 1 3
4 hour + 4 hour = 4 hour
1 1 3
2
+ 4
= 4
hour
Work out, and check, the length of Darren’s breaks, in his first three days.
1 On Monday, Darren takes two rest breaks, each of 15 minutes. Change the break
times into fractions of hours and work out the total.
...................................................................................................................................................................................
Check your answer is correct by adding the minutes together and changing
the total into a fraction of an hour. .......................................................
Is the answer the same? .......................................................
2 On Tuesday, Darren takes three breaks of 15 minutes, 15 minutes and

30 minutes (he has to wait for new delivery instructions). Change the break
times into fractions of an hour and find the total.
..................................................................................................................................................................................
Check the answer is correct by adding the minutes together and changing the total
into hours. ................................................. Is the answer the same? ................................................
3 On Wednesday, Darren takes one early morning rest break for 45 minutes, has a
long drive and has a 30-minute break for lunch. Change the break and lunch times
into hours and find the total.
..................................................................................................................................................................................
Check the answer is correct by adding the minutes together and changing the total
into hours. .................................................. Is the answer the same? ..................................................

Activity 3
Example 1
On another Wednesday, Eryl says Darren will drive in the morning for 2 hours, have a
break for 15 minutes, drive for another 2 12 hours, then have a break for 30 minutes.
Drive Break Drive Break
2 hours 15 minutes 2 12 hours 30 minutes
What is the total time in hours?

1 1 1
2 + 4 + 2 + 2 + 2 =
4 + 1
4 + 1 = 5 14 hours
Example 2
On Thursday, Darren’s total journey times were
Drive Break Drive

2 34 hours 3
4 hour 1 hour
To work out his total journey time add these times together.
That is 2 34 + 3
4 + 1 hours
To do this, add the numerators of the fractions to work out how many quarters
there are:
3 3
= 2 + 4 + 4 + 1 hours
6
= 2 + 4 + 1 hours
Now work out the simplest form for the quarters:
4 2
= 2 + 4 + 4 + 1 hours
1
= 2 + 1 + 2 + 1 hours
Finally, write your answers as a mixed number:
1
= 4 2 hours

In Week 3, Darren’s driving and rest times are collected on a timesheet.
Calculate the combined journey and break time, in fractions of an hour, on each
day of the week and fill in the table.
1 Monday
Driving Break Driving Break Total (hrs)
2 14 hours 15 minutes 2 14 hours 30 minutes
2 Tuesday
Driving Break Driving Break Driving Break Total (hrs)
2 hours 15 minutes 1 14 hours 15 minutes 1 14 hours 30 minutes
3 Wednesday
Driving Break Driving Break Driving Break Total (hrs)
1 12 hours 15 minutes 1 12 hours 30 minutes 1 12 hours 30 minutes
4 Thursday
5 Friday
? Review
Do you need more practice in adding fractions? Yes ■ No ■


Calculating, measuring and recording time.
The time it takes

Activity 4
On Wednesday, I started I finished work
work at 7.00 am. at 12.15 pm.
Drive Break Drive Break

7.00 am 9.00 am 1 9.15 am 11.45 am 12.15 pm
2 hours 4 hour 2 12 hours 1
2 hour
On Friday, I started
work at 7.30 am.
Drive Break
7.30 am 9.45 am 10.00 am
2 14 hours 1
4 hour
Drive Break
12.00 noon 1 12.15 pm
2 hours 4 hour
Drive Break
2.30 pm 2.45 pm
2 14 hours 1
4 hour
I finished work at ..................................................................................................................................................
1 In Week 3, Darren logged into work every day but forgot to log out, except on
Thursday. Calculate his finish time for each day using the timesheets in Activity 3
(page 5), and fill in the table below.
Darren Walker
DRIVER’S NAME ............................................ Week 3
FINISH
DAY START 12-hour clock 24-hour clock
MONDAY 07:30
TUESDAY 08:00
WEDNESDAY 07:15
THURSDAY 07:30 1:45pm 13:45
FRIDAY 07:45

Activity 5 DELIVERY DATES and AREAS
Time to make item and deliver to shop Monday Stafford
Anna works in one
BEDS 3 weeks Tuesday Dudley
of the shops owned
by the factory. Her SOFAS 1 month (4 weeks) Wednesday Shrewsbury
job is to organise TABLE and Thursday Wolverhampton
10 working days
the delivery dates CHAIRS
Friday Dudley
for the items sold. Factory working days are Monday to Friday
Saturday Wolverhampton
On Wednesday 4 September, a customer from Dudley

buys a bed.
SEPTEMBER
Anna tells the customer it will take 3 weeks to make Fri Sat
Sun Mon Tue Wed Thu
the bed and deliver it to the shop. So the bed will 3 4 5 6 7
1 2
come into the shop on 25 September. Deliveries to 11 12 13 14
8 9 10
Dudley are on Tuesday or Thursday. 19 20 21
15 16 17 18
This means that the earliest the customer could have 23 24 25 26 27 28
22
the bed delivered is Thursday 26 September. 29 30
1 On Monday 9 September, a customer from
Shrewsbury buys two sofas. The earliest date they OCTOBER
will be made and delivered to the shop is 7 October. Sun Mon Tue Wed Thu Fri Sat
What is the earliest date they can be delivered to
1 2 3 4 5
the customer’s house? 6 7 8 9 10 11 12
............................................................................................................... 13 14 15 16 17 18 19
20 21 22 23 24 25
2 On Tuesday 10 September, a customer from 26
27 28 29 30 31
Wolverhampton buys a table and chairs. What is the
earliest date the items will be delivered to the shop?
...............................................................................................................
What is the earliest date they can be delivered

to the customer’s house?
...............................................................................................................
3 On Wednesday 11 September, a customer from Dudley orders a bed.

What is the earliest date the item will be delivered to the shop? ....................................................
What is the earliest date it can be delivered to the customer’s house? ....................................................
4 On Thursday 12 September, a customer from Stafford buys a sofa.

What is the earliest date the item will be delivered to the shop? ....................................................
What is the earliest date it can be delivered to the customer’s house? ....................................................
? Review
Do you need more practice in calculating, measuring and recording time? Yes ■ No ■

Using a calculator to identify equivalences between fractions, decimals and percentages.
Comparing prices
Len, the Shrewsbury shop manager, is comparing prices in the sales. He is
checking other shops to see how much they are reducing prices.
Activity 6 1
CED BY 5
SOFAS REDU
off all
40% beds
Len wants to be able to change fractions into percentages,

or percentages into fractions so that he can compare
price changes.
Remember
To change percentages into fractions, Len writes To change a percentage into a fraction:
the percentage as a fraction over 100, then converts 40 2
the fraction to its lowest form. Some examples are 40% = 100 = reduced to simplest form 5
shown below.
50 1
50% = 100 = 2 12 12 % = 12.5
100 = 125
1000 = 1
8 4% =
4
100 = 1
25
Change the following percentages into fractions using the same method.
1 60% = ..................................................................................................................................................
2 55% = ..................................................................................................................................................
3 17.5% = ..................................................................................................................................................
4 5% = ..................................................................................................................................................
Activity 7
To change decimals into fractions, Len writes the decimal as a fraction, then
converts the fraction to its lowest form. Here are some examples.
2 1
0.2 = 10 = 5
4 2 1
0.04 = 100 = 50 = 25
125 25 5 1
0.125 = 1000 = 200 = 40 = 8
Change the following decimals into fractions using the same method.
1 0.8 = ........................................................................
2 0.35 = ........................................................................
3 0.625 = ........................................................................
4 0.06 = ........................................................................

Activity 8 Remember
To change a fraction into a percentage
1
By calculator: to change 5 into a
1 off all percentage Len entered into the calculator
5 beds 1 ÷ 5 × 1 0 0 = 20%
Change the following fractions into percentages Check

using the calculator, and check them by hand. Reverse calculations by hand
1 20 4 1
1 4 = ......................................................................................... Len's example 20% = 100 = 20 = 5
Check ...................................................................................
1
2 10 = .......................................................................................
Check ...................................................................................
3
3 4 = .........................................................................................
Check ...................................................................................
3
4 25 = ......................................................................................
Check ...................................................................................
One shop sign says
1
3
off all sofas
1
To change 3 into a percentage Len entered into the calculator:
1 ÷ 3 × 1 0 0 =
The answer to this is a recurring decimal which can be written as 33.33

(to 2 decimal places)
1
so 3
= 33.33 %
Change the following fractions into percentages to 2 decimal places using a calculator.
2 1
5 3 = ........................................................................ 7 15 = ........................................................................
1 2
6 6 = ........................................................................ 8 9 = ........................................................................
? Review
Do you need more practice in using a calculator to work out

equivalences between fractions, decimals and percentages?
Yes ■ No ■

Using a calculator to work out whole numbers, decimals and percentages.
Paying wages My friend, Naheed, works in the office

Activity 9 and calculates all the wages for
people who work in the company.
When working out the wages for people who work in the shops, Naheed uses a standard
formula to calculate basic weekly pay plus commission based on weekly shop sales.
This is last week’s timesheet for staff in the Shrewsbury shop. TOTAL SALES were £9,000.
Name Job Hourly Hours worked Days worked Commission rate of

pay per day per week total sales per week
Len Manager £5.00 7.5 6 2%

1
Shatil Retail assistant £4.20 7.5 4 2%
1
Kylie Retail assistant £4.20 6.0 3 2%
To work out basic pay Naheed uses this formula.

basic pay = hourly rate × hours worked per day × days worked per week
To work out commission Naheed uses this formula.
commission = percentages of total sales
total pay = basic pay + commission
Naheed uses the memory in her calculator and always uses approximations to check
the answer.
This is how she works out Len’s total pay. Use your calculator to follow this.
5 × 7 . 5 × 6 =
The calculator display shows .
Put this in the memory (this could be M+ or M in or ask your teacher for help) and
clear the display.
[To check the basic pay use whole numbers as approximations e.g. 5 × 8 × 6.]
The total sales for the week are £9000.
To calculate Len’s commission, Naheed uses her calculator. Len gets 2%

commission.
Commission = 2 ÷ 1 0 0 × 9 0 0 0 =
The calculator display shows .
[Check the commission 1% of 9000 is 90

2% of 9000 is 180]
Leave the display (180) and work out Len’s total pay by adding the basic pay from
the memory.

+ MR = (The order and exact buttons for memory may differ on your
calculator – check with your teacher).
The calculator display shows
Len’s total pay is £405.
Check Len’s total pay = £405 basic pay is about £200 Check
commission is about £200
● using whole numbers
total is about £400
● by another method.
1 Now work out Shatil’s total pay. (Clear the memory first.)
Fill in the gaps to check that you have completed all the stages
● Basic weekly pay ....... × ....... × ....... = Enter into memory
● Commission
....... ÷ ....... × ....... = Add to memory
● Total pay 1
Display + MR = 2% is the same as 0.5%
Shatil’s total pay for the week is £ .....................................
2 Use the same method to calculate Kylie’s pay for the week.
...................................................................................................................................................................................................................
..................................................................................................................................................................................................................
..................................................................................................................................................................................................................
3 This is last week’s timesheet for staff in the Dudley shop. TOTAL SALES were £7,500.
Name Job Hourly Hours worked Days worked Commission rate of

pay per day per week total sales per week
Monica Manager £5.00 8.0 6 2%

Darcus Senior retail £4.50 7.5 5 1%
assistant
1
Sunil Retail assistant £4.20 6.5 4 2%
Use the same methods and checks to calculate staff pay for the week.
Monica’s total pay last week = £ ...................................................................................................................................................
Darcus’s total pay last week = £ ....................................................................................................................................................
Sunil’s total pay last week = £ .......................................................................................................................................................
? Review
Do you need more practice in using a calculator to calculate efficiently using

whole numbers, decimals and percentages? Yes ■ No ■

! Help
Activity H1
In Week 3, Darren’s driving and rest times are collected on a timesheet.
Calculate the total journey and break time on each day and fill in the table.
1 Monday
Driving Break Driving Break Total (hours)
2 14 hours 15 minutes 2 hours 30 minutes
2 Tuesday
Driving Break Driving Break Total (hours)
Activity H2
In Week 3, Darren clocked into work every day but forgot to clock out. Calculate
his finish time for each day using the timesheet (Activity H1) and fill in the table
below.
Darren Walker
FINISH
MONDAY 07:30 am
TUESDAY 08:15 am
Activity H3
Use all of the delivery date information in Activity 5 (page 7) to work out the
delivery dates for the rest of the week.
1 On Friday 13 September, a customer from Wolverhampton buys a table

and chairs. What is the earliest date the items will be delivered to the shop? ......................................
What is the earliest date they can be delivered to the customer’s house? ......................................
2 On Saturday 14 September, a customer from Shrewsbury buys a bed.

What is the earliest date the item will be delivered to the shop? ......................................
What is the earliest date it can be delivered to the customer’s house? ......................................

!
Activity H4
Change these percentages to fractions.
1 30% = ..................................... 2 28% = ..................................... 3 2.5% = .....................................
Change these decimals to fractions. Write the fractions in their simplest form.
4 0.4 = ..................................... 5 0.55 = ..................................... 6 0.375 = .....................................
Change these fractions to percentages.

3 5 2
7 5 = ..................................... 8 8 = ..................................... 9 3 = .....................................
Activity H5
Name Job Hourly Hours Days Commission rate of

pay worked worked total sales per week
per day per week
Suzette Manager £5.00 7.5 6 2%

Nigel Senior retail £4.50 7.5 5 1%
assistant
1
Raymond Retail assistant £4.20 5.5 3 2 %
Last week total sales in the Stafford shop were £11,500.
Calculate staff pay for last week using a calculator.
1 Suzette’s total pay last week
=£ ..........................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
2 Nigel’s total pay last week
=£ ..........................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 Raymond’s total pay last week
=£ ..........................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................

▼
Extension
Activity E1
Use the delivery date information in Activity 5 (page 7) to work out the delivery
times for a customer who buys a set of table and chairs and a sofa on Tuesday
10 September from Stafford.
What are the earliest dates when the items will be delivered to the shop?
..................................................................................................................................................
What is the earliest date when all items can be delivered to the customer’s house?
..................................................................................................................................................
Activity E2
Work with another person and use a calculator to work out the following.
Convert percentages to fractions
1 0.2% = ..................................... 2 0.02% = ..................................... 3 3.5% = .....................................
Convert decimals to fractions
4 0.65 = ..................................... 5 0.625 = ..................................... 6 0.05 = .....................................
Convert fractions to percentages

1 3 7
7 40 = ..................................... 8 1000 = ..................................... 9 9 = .....................................
Activity E3
Work out the total time including breaks for this journey in hours and fractions
of an hour.
Driving Break Driving Break Driving Total (hours)
2 14 hours 20 minutes 1 34 hours 15 minutes 3

4 hour
Activity E4
During November, Darren worked in the Shrewsbury shop for one week and received £213.75. He
worked 7.5 hours a day and was paid £4.50 per hour. The sales in the shop for the week were £9,000
and Darren was given 12 % commission on the sales. Calculate how many days Darren worked in that
week.
..................................................................................................................................................

▼
Mini-projects
▼
▼
▼
Activity M1
With another person, using the internet or another source, find out how long
professional drivers are allowed to drive for in the UK without a break. Compare
them with the EU rules. Check when each apply. Find out how driving time is
measured and what legal documents are required. For example, you could visit
this web site: www.roads.dft.gov.uk/roadsafety/tachograph/index.htm
Decide on a journey from where you live to somewhere in Europe, but outside
Britain, and work out the driving and resting times for that journey. Assume you
will be driving a vehicle weighing over 3.5 tonnes.
Activity M2
Investigate the rates of pay for local jobs, e.g. driving delivery vans, working in
retail shops or offices.
Use a variety of sources to get a good spread of rates for the different jobs.
Activity M3
Work with another person to calculate the annual income (salary) for the workers
in the three shops in this unit.
You will have to decide on how to make an estimate for the sales for each shop so
that you can work out the commission.
The Shrewsbury shop figures are given in the introduction to Activity 9.
The Dudley figures are given in Activity 9, question 3.
The Stafford shop figures are given in Activity H5.
Don’t forget that this is ‘gross’ pay/salary, which will have money taken off it for
income tax and national insurance.
Use the internet or another source to find out how much tax and national
insurance each member of staff would have to pay, if they were living on their
own with no dependents.
Activity M4
Darren has been asked to go with Eryl to deliver a load to Calais in France. Eryl
will be driving a vehicle weighing over 3.5 tonnes. Darren must decide on a route
from Wolverhampton to Calais. Assume the vehicle travels 50 miles every hour
and remember EU rules for rests during long drives.
Suggest a route, driving and rest times for Darren and Eryl. If you work on your
own, check your answers with your teacher.

✓ Check it
Activity C1
1 Which of the following is the same as (equivalent to) 45 minutes?
4 2 3
5 hour 3 hour 4 hour
2 The time is 3.30 pm. Which clock is NOT right?
pm
Activity C2
1 Calculate Darren’s total journey and break time and fill in the table below.
Monday in Week 4
Driving Break Driving Break Driving Total (hours)
1 34 hours 15 minutes 1 12 hours 15 minutes 1 14 hours
2 On Monday in Week 4, Darren logged into work but forgot to log out.
Calculate his finish time for Monday and fill in the table below.
Darren Walker
Day Start Finish
Monday 7:15 am
Activity C3
Use all of the delivery date information in Activity 5 (page 7) to work out the delivery
date for the next customer.
On Monday 16 September, a customer from Dudley buys a bed. What is the
earliest date it will be delivered to the shop? .....................................
What is the earliest date it can be delivered to the customer’s house? .....................................

✓
Activity C4
1
Len says 3 is the same as 30%.
Is this TRUE or FALSE ? Ring your answer.
Len says 37 12 % is the same as 3

8 .
Is this TRUE or FALSE ? Ring your answer.
Activity C5
Wages are calculated using
hourly pay (in £s) × hours worked per week = weekly pay (in £s)
5 × 7.5 = 52.5
Tick the reverse calculation you would use to check the answer.
a Hourly pay (in £s) = 52.5 subtract 7.5
b Hourly pay (in £s) = 52.5 divide by 7.5
c Hourly pay (in £s) = 52.5 multiply by 7.5
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ........................................................................

A Answers
Activity 6
Activity 1
3
1 1 12 hours (in any form). 1 5
11
2 1 hour + 1
hour + 1 hour + 2 20
2
7
3 40
two more hours of driving (in any form). 1
Check with your teacher. 4 20
4
45 minutes = 3
hour 1 5
4
1 1 1 7
1 4 + 4 = 2
2 20
1
15 + 15 = 30 minutes = 2 hour Check yes 3 5
8
1 1 1
2 4 + 4 + 2 = 1 hour 4 3
50
15 + 15 + 30 = 60 minutes = 1 hour Check yes
3 1
Activity 8
3 4 + 2 = 1 14 hours
1 25%
45 + 30 = 75 minutes = 1 14 hours Check yes
2 10%
Activity 3 3 75%
Example 2 4 12 hours
4 12%
1 5 14 hours
5 66.67%
2 5 12 hours
6 16.67%
3 5 34 hours
4 6 14 hours 7 6.67%
5 5 34 hours 8 22.22%
I finished work at 2:45 pm. 1 Shatil’s pay Basic = £126
Commission = £45
Total pay = £171
FINISH
DAY START 12-hour clock 24-hour clock 2 Kylie’s pay Basic = £75.60
MONDAY 7:30 am 12:45 pm 12:45 Commission = £45
Total = £120.60
TUESDAY 8:00 am 1:30 pm 13:30
WEDNESDAY 7:15 am 1:00 pm 13:00 3 Monica’s pay Basic = £240

THURSDAY 7:30 am 1:45 pm 13:45
Commission = £150
Total………… = £390
FRIDAY 7:45 am 1:30 pm 13:30
Darcus’s pay Basic = £168.75

Commission = £75
Total………… = £243.75
Activity 5
1 9 October Sunil’s pay Basic = £109.20
Commission = £37.50
2 24 September Total………… = £146.70
26 September
3 2 October
Help
4 October Activity H1
1 5 hours
4 10 October
14 October 2 5 14 hours

A
1
1 500
FINISH 1
2 5000
7
MONDAY 7:30 am 12:30 pm 12:30 3 200
13
TUESDAY 8:15 am 1:30 pm 13:30 4 20
5
5 8
1
6
Activity H3 20
7 2.5%
1 27 September 28 September
8 0.3%
2 5 October 9 October
9 77.78%
Activity H4
Activity E3
3 7
1 10 2 25 5 13 hours
1 2
3 40 4 5
Activity E4
11 3
5 20 6 8 5 days
7 60% 8 62.5%
Activities M1 to M4
9 66.67% Check with your teacher.
3
Suzette Basic £225; Commission £230; 1 4 hour
Total £455 2 digital clock 13:30
Nigel Basic £168.75; Commission £115;
Total £283.75
Activity C2
1 5 hours
Raymond Basic £69.30; Commission £57.50;
Total £126.80 2 12:15 or 12:15 pm
Activity E1 7 October
1 Table/chairs 24 September 8 October
Sofa 8 October
Activity C4
2 Table/chairs 30 September
1 False
Sofa 14 October
Or the combined delivery on 14 October 2 True
Activity C5
b is correct

Further copies of this document can be obtained from:
DfES publications
Telephone 0845 60 222 60 Fax 0845 60 333 60 E-mail dfes@prolog.uk.com
Please quote reference: DfES LM/2003/LN24
© Crown copyright 2003

Produced by the Department for Education and Skills
Extracts from this document may be reproduced for non-commercial

or training purposes on the condition that the source is acknowledged.
www.dfes.gov.uk/readwriteplus
www.dfes.gov.uk
4 Gardening
always
My name is John. I have
rs. I
enjoyed working outdoo
work as a handyman. I do
heavy gardening jobs for
tios
customers, like laying pa
and building walls. I also
and
construct garden ponds
many
lay decking.There are so
it
aspects to gardening that
seems like I am doing a
different job everyday.
Talk about it
Which of you has a garden?
Who watches gardening programmes on TV?
Has anyone ever built anything in a garden?
Has anyone ever built a wall? Discuss what can be used – shapes, ease of use etc.

■ Working with metric and imperial measurements MSS1/L2.3, 5, 6
■ Working out perimeters and areas including circles MSS1/L2.7
■ Understanding scale MSS1/L2.10
■ Understanding a 2-D drawing MSS2/L2.1
■ Solving problems involving 2-D shapes MSS2/L2.2
■ Finding areas of composite shapes MSS1/L2.8
■ Working out volumes MSS1/L2.9

Working with metric and imperial measurements.
What measure?
In the building trade measurements are given in millimetres and metres. Some of
John’s older customers have never measured in metres and millimetres (metric
measures). They measure in feet and inches (imperial measures), so John has to be
able to change measurements from millimetres to metres and from feet and inches
to metres and millimetres.
Activity 1
John is often asked to lay decking. Deck boards are usually 2.4 m long and
140 mm wide. Although 2.4 m looks less than 140 mm but it is much longer.
To compare them we need to change them to the same unit.
Deck board length = 2.4 m = 2.4 × 1000 mm = 2400 mm
1 Change 1.8 m to millimetres.

Remember
1.8 m = 1.8 × 1000 = mm
× 1000
2 Change 140 mm to metres.
140 mm = 140 ÷ 1000 = m metres millimetres
3 Change these measurements to millimetres.
2.3 m = ..................................... mm ÷ 1000
1.4 m = ..................................... mm 1 metre = 1000 millimetres.
4 Change these measurements to metres.
1034 mm = ..................................... m
3096 mm = ..................................... m
Talk about it
● What measures of length do you know?
● Which are imperial and which are metric?
● Did you know that 1 foot is about 30 cm? If you are using a calculator you can
be more accurate and use 1 foot = 305 mm (30.5 cm)
Page 2 Unit 4 L2 NUMERACY MSS1/L2.3, 5, 6

Activity 2
The dimensions of garden sheds and stores are often given in feet (ft) and inches (in).
A tool chest is 3 ft 11 in × 2 ft 6 in × 3 ft 2 in.

Remember
Step 1 Change the length to millimetres. 1 foot = 305 mm
3 ft = 3 × 305 = 915 mm so to change between the units
11 in = 11 × 25.4 = 279.4 mm × 305
3 ft 11 in = 915 mm + 279.4 mm = 1194.4 mm
feet mm
Step 2 Change from millimetres to metres.
1194.4 mm ÷ 1000 = 1.1944 m ÷ 305
The length is 1.19 m correct to two decimal places. 1 inch = 25.4 mm
so to change between the units
1 Change 2 ft 6 in to metres.
× 25.4
2 ft = 2 × 305 = mm
inch mm
6 in = 6 × 25.4 = mm
÷ 25.4
2 ft 6 in = mm
= .................................................................................................................................................. m
762mm
2ft 6ins
2 Change 3 ft 2 in to metres.
3 ft = .......................................................................................................................................................
2 in = ......................................................................................................................................................
3 ft 2 in .................................................................................................................................................
3 A garden shed measures 10 ft × 8 ft × 7 ft 6 in.

Work out the dimensions in metres.
10 ft = ....................................................................................................................................................
8 ft = .......................................................................................................................................................
7 ft 6 in = ............................................................................................................................................
? Review
Do you need more practice in converting measurements? Yes ■ No ■


Understanding scale. Working out areas and volumes.
Laying a patio Remember

Understanding scales
When I have to lay a patio A scale of 1 : 75 means that 1 mm on the

I work from a scale plan. scale diagram represents 75 mm on the
ground.
Scale measurement = 32 mm
Actual length is 32 × 75 = 2400 mm = 2.4 m
Activity 3 Scale measurement = 46 mm
This plan of a patio has a scale of 1 : 200. Actual length = 46 × 75 = 3450 mm = 3.45 m
Remember
Check that the patio measures 32 mm × 46 mm on the scale plan. Area of a rectangle
= length × width
1 Work out the actual dimensions of the patio.
Actual length = 46 × 200 = mm = m
Actual width = 32 × 200 = mm = m
Area = length × width = ......................................................................................................... m2
Scale plan of patio

2 The scale of this plan is 1 : 50.
Measure the scale plan of the
patio and work out the actual
dimensions.
a The scale length = mm
b The scale width = mm
c The actual length = .................................................................... mm = m
d The actual width = ...................................................................... mm = m
e The area = ...................................................................... m2

All measurements
have to be in the same units
Activity 4
so I’m going to work in millimetres.
John’s mate, Tom, has to work out how many 2.4 m = 2400 mm
450 mm × 450 mm slabs he needs for a patio measuring 3.45 m = 3450 mm
2.4 m × 3.45 m.
2400 mm ÷ 450 mm = 5.33333333 slabs

3450 mm ÷ 450 mm = 7.66666666 slabs
So to build the patio he will need 6 × 8 slabs = 48 slabs
(otherwise there will be gaps down two sides)
1 How many slabs will he need for a 9.2 m × 6.4 m patio?

9.2 m =..................................... mm
6.4 m = ..................................... mm
9200 mm ÷ 450 mm = ........................................................................ slabs Draw sketches
..................................... ÷ 450 mm = ........................................................................ slabs
to help you
The total number of slabs = × =
2 How many slabs will he need for a 3.6 m × 2.8 m patio?

..................................................................................................................................................
.................................................................................................................................................. slabs
The total number of slabs =
Activity 5
The length and width
I lay slabs on a bed of sand 50 mm deep. are in metres so I am
This is to make sure the slabs stay going to work in metres
level. I have to work out the volume 50 mm = 0.05 m
of sand that I need.
Remember
The volume of sand 50 mm deep needed for a patio Calculating volume
2.4 m by 1.2 m = 2.4 m × 1.2 m × 0.05 m = 0.144 m3 Volume = length × width × height = l × w × h
1 Work out the volume of sand, laid 50 mm deep, Volume is given in cubed units e.g. m3, mm3
needed for these patios
a A patio 9.2 m by 6.4 m. Volume = ........................................................................ m3
b A patio 3.6 m by 2.8 m. Volume = ........................................................................ m3
? Review
Do you need more practice in working out how many slabs are needed? Yes ■ No ■
For more work on this, go to H2 and H3 (pages 13–14).

Working out perimeter, area and volume.
Starting the job

When I start a new job in a garden <a/w 4.2b Image of string marking
I use string to mark out the rectangular plot in garden>
perimeter of features.
Activity 6 Remember
John has to lay a patio measuring 2.4 m by 1.2 m. Perimeter means the
distance all around the
To work out the length of string he needs to mark it out, John adds outside of a shape.
all the sides together. This is the perimeter of the patio.
John adds up the lengths of all 4 sides of the patio. Remember that
2.4 m + 1.2 m + 2.4 m + 1.2 m = 7.2 m all units must be
the same.
He needs 7.2 metres of string to mark out the patio.
Work out these perimeters.
1 A rectangular base for a garden shed measuring 2.1 m by 1.8 m.
..................................................................................................................................................
2 A triangular flower bed measuring 1.5 m by 1.5 m by 2.4 m.
..................................................................................................................................................
3 A raised bed 3 m long and 1 m wide. Draw sketches

to help you
..................................................................................................................................................
4 A path 4.3 m long and 75 cm wide.
..................................................................................................................................................
Activity 7
Remember
A wall in the garden is 2.4 m long and 600 mm high.
Area of rectangle =
1 Area of the face of the wall = 2.4 m × 0.6 m = length × width,
A = l × w.
There are approximately 60 bricks per m2 of area.
2 Number of bricks needed = area × 60 = ........................................................................ bricks
To make sure that there are enough bricks John buys 10%
more than his estimate. Remember
An easy way to find 10%
3 10% of = extra bricks
is to divide by 10.
4 Total number of bricks = .......................... + .......................... = .......................... .

Activity 8 I have been asked to build a raised
The flower bed is to be 3 metres long, 1 metre wide flower bed for a wheelchair user.
and 450 mm high. John needs to order the bricks
so first he works out the area of each side.
1 Area of long side = 3 m × 450 mm = 3 m × m= .............................................. m2
2 Area of short side = ......................................................................................................................... m2
3 Total area = 2 × long sides + 2 × short sides = ................................................................... m2

There are approximately 60 bricks per m2.
4 Number of bricks = area × 60 = ......................................................................................... bricks.
To make sure that he has enough bricks, John buys 10% more than his estimate.
5 10% of = extra bricks.
6 Total number of bricks .................. + ........................ = .....................................................................
Activity 9
Now I want to fill a different raised bed with

soil. To work out the volume of soil I need I have
to find the inside measurements of the bed.
Walls in a raised bed are one brick thick so to get the inside length, John has With all these
to take two brick widths from the outside measurement (one for each side). different measurements
I have to cope with I am
A brick is 102.5 mm wide so two bricks are 2 × 102.5 = 205 mm = 0.205 m.
going to work in metres
This raised bed is 2.5 m long, 0.75 m wide and 400 mm high. all the time.
1 a The inside length = 2.5 m – 0.205 m = 2.295 m
= ..................... to 2 decimal places.
b Inside width = ..................... m – 0.205 m = ..................................... m
= ..................................... m correct to 2 decimal places.
c Volume of soil = inside length × inside width × height = ........................................................................ m3
2 How much soil will be needed for my new raised bed

3 m long, 1 m wide and 450 mm high? Remember
Use separate paper and follow the method shown in Volume = length × width × height
question 1.
? Review
Do you need more practice in perimeters, areas and volumes? Yes ■ No ■


Working with circles and cylinders and solving 3-D problems.
Making a splash!
Some of my customers want ponds
or pools in their gardens. Circular
ponds and pools are popular.
Activity 10
I have to mark out the
circumference of the circle before I
can begin to dig the hole. I can use
string to do this. I have to be able to
work out the circumference and area
of the pond or pool.
Circumference = perimeter of the circle = C diameter radius
Diameter (d) = the distance across the circle

through the centre
Radius (r) = Distance from the centre to the edge centre
Give all answers to 2 decimal places.
One customer wanted a circular pebble pool 650 mm Remember

wide and 220 mm deep. Formulae
1
This means that the diameter = 650 mm or 0.65 m Radius = 2 diameter
and the radius = 325 mm or 0.325 m. Circumference = π × diameter
Area of a circle = π × r × r = πr2
John needs the circumference in m and the area in m2
π is a constant.
so he works in metres.
Use π = 3.142 or the calculator value.
The circumference = π × diameter = π × 0.65 m = 2.04 m
to 2 decimal places.
The area = π × radius × radius = π × 0.325 × 0.325
= 0.3318 m2 = 0.33 m2 to 2 decimal places.
Find the circumference and area of these ponds.

a A pond with a diameter of 1.6 m.
1 The circumference = π × ..................................... = ..................................... m
2 The area = π × .................. × ..................................... = ..................................... m2
b A pond with a diameter of 1.2 m.
3 The circumference = ..................................... m
4 The area = ..................................... m2

Activity 11
I have to lay slabs around the

pond. The slabs are curved.
John needs to work out how many slabs he will need.
John doesn’t want to cut any slabs. He leaves gaps between the
slabs so that he only needs to use whole ones.
Number of slabs = circumference of pond ÷ length of slab
John has to lay 300 mm length slabs around a pond with a circumference of
3.7 m or 3700 mm.
1 The number of slabs needed = 3700 ÷ 300 = which means slabs.
A pool has a circumference of 1.9 m. It will be surrounded by 230 mm slabs.
2 The number of slabs needed = ........................................................................ slabs.

3 How many 300 mm slabs does John need to go round a pond 1.5 m in diameter?
a Circumference = ....................................................................................................................... mm
b The number of slabs = ......................................................................................................... slabs
Activity 12 Remember
Volume of a prism
When the pond or pool is finished I fill it Volume of a prism = area of the base × height
with water. I work out the volume to find Volume of a cylinder (circular–based prism)
how many litres of water I will need. = π × radius × radius × height = π × r × r × h
radius (r)
The pebble pool has a radius of 325 mm and
it is 220 mm deep.
Volume = π × 0.325 m × 0.325 m × 0.22 m = 0.073 m3 height (h)
1 John needs 0.073 × 1000 litres = litres
2 A pond has a radius of 900 mm and a depth of 500 mm.

Remember
Water needed = π × .............................................................................................................. m3
1 m3 = 1000 litres
= ................................................................................................................................................ litres
3 A pond has a radius of 750 mm and a depth of 600 mm

Water needed = π × .............................................................................................................. m3
= ................................................................................................................................................ litres
? Review
Do you need more practice in working with circles? Yes ■ No ■


Finding areas of composite shapes and making 2-D drawings of 3-D objects.
Painting the town!

Most patios are square or rectangular.
But sometimes my customers want
patios that are different shapes.
Activity 13
3m
Remember
Finding the area of a
complicated shape
1.8 m
m Break down a complicated
shape into simple shapes like
rectangles and triangles.
Then work out the area of
these shapes.
0.9 m
1.9 m
1.8 m
1.8 m
This patio is not a simple rectangle, so John splits it into

two rectangles to work out the area.
1 Area of the large rectangle = 3 m × 1.8 m = 5.4 m2

Area of the smaller rectangle = 1.8 m × 0.9 m = 1.62 m2
Total area of the patio = 5.4 m2 + 1.62 m2 = m2
2 Another patio was built round the corner of the house.

It looked like the shape on the right.
Work out the area of the patio.

2.1 m
...................................................................................................
...................................................................................................
................................................................................................... 1.9 m
...................................................................................................
................................................................................................... 3.5m
...................................................................................................
1.7 m
...................................................................................................
...................................................................................................
...................................................................................................
Page 10 Unit 4 L2 NUMERACY MSS1/L2.8, 1

I have to paint sheds for my customers. Some paints are A shed is not a simple shape but you
very expensive. I have to work out the total area to be can work out the areas one side at a
painted, to make sure there isn’t a lot left over. time. A 3-D diagram usually helps.
Activity 14
Garden shed
Total height
2.2 m
Height
2m
Width 1.5 m
Length 2.2 m
I have sketched out each

wall separately to work
out its area.
Front wall
2m Area = ................... × ................... = ................... m2
2.2 m
Back wall
2.2 m Area = ................... × ................... = ................... m2
2.2 m
1
Area of triangle = × ...................
2
× ................... = ................... m2
Side wall
0.2 m Area of rectangle = ................... × ................... = ................... m2
Area of one side = ................... + ................... = ................... m2

2m 2.2 m
Area of two sides (both sides are the same) = ................... m2
Total surface area of the shed is = ................... m2

1.5 m
1 litre covers 12 m2 so John needs ................... ÷ 12 = ................... litres of paint.

Activity 15
Total height
This is an old shed. 7 ft 3 in
Height
The customer gave the 5 ft 6 in
measurements to John
over the phone in feet
Width 6 ft
and inches.
Length 8 ft Remember
To change between the
1 Change each of the measurements to metres. units
× 305
6 ft = ........................................................................ mm = m
feet mm
8 ft = ........................................................................ mm = m ÷ 305
× 25.4
5 ft 6 in ........................................................................ mm = m
inch mm
÷ 25.4
7 ft 3 in ........................................................................ mm = m
Imperial to metric
2 Mark the lengths in metres on the diagrams and work out the total 1 foot = 305 mm
surface area of the shed. Give your answer to one decimal place. 1 inch = 25.4 mm
Front
Front
Area = ........................................................................................... ................... m2
Back
Back
Area = ........................................................................................... ................... m2

Side
Side
Area of triangle = ............................................................... m2
Area of rectangle = ............................................................ m2
Area of one side = ............................................................. m2
Area of 2 sides = ......................................................................... ................... m2
Total area = ................................................................................... ................... m2
? Review
Do you need more practice in 3-D diagrams and areas of composite shapes? Yes ■ No ■

! Help
Remember
Activity H1
1 foot = 305 mm
A fence panel measures 4 ft 6 ins by 6 ft. Convert these so to change between the units
measurements to metres (to two decimal places). × 305
6 ft = .................................................................................................................................
feet mm
.............................................................................................................................................
4 ft = ................................................................................................................................. ÷ 305
............................................................................................................................................. 1 inch = 25.4 mm
6 ins = ..............................................................................................................................
× 25.4
.............................................................................................................................................
4 ft 6 ins = ..................................................................................................................... inch mm
.............................................................................................................................................
÷ 25.4
Activity H2
A scale drawing for a concrete base for a garden shed measures 61 mm by 53 mm.
The scale is 1 : 40.
1 The actual length = mm = m
2 The actual width = mm = m
3 The perimeter = ........................................................................ m
4 The area = ........................................................................ m2
The concrete is to be 25 mm deep.
5 25 mm = m
6 The volume of concrete = ........................................................................ m3
Activity H3
The diagrams show a paving 4.5 mm
slab and a patio.
500 mm
3.5 mm
500 mm
Paving
slab
Patio

!
1 How many slabs will fit along the length? .................................................................... slabs
2 How many slabs will fit along the width? .................................................................... slabs
3 The total number of paving slabs = .................................................................... slabs
4 The area of the patio = length × width = .................................................................... m2
The slabs are to be laid on a 40 mm deep bed of sand.
5 40 mm = m
6 The volume of sand = area of patio × depth of sand = ..................................... m3
Activity H4
1 A circular pond has a radius of 800 mm and a depth of 650 mm.
a Calculate the volume in m3.
Volume = ............................................................................................................................................
b Calculate the number of litres of water needed to fill the pond.

Number of litres = .........................................................................................................................
2 Another garden has a circular pond with radius 620 mm and a depth of
430 mm.
a Calculate the volume in m3.
Volume = .............................................................................................................................................
b Calculate the number of litres of water needed to fill the pond.

Number of litres = ...........................................................................................................................
Activity H5
4.5 m
1 Side a measures 4.5 m – 2.5 m = m
2 Side b measures m
R 2.2 m
3.6 m
A line has been used to divide the patio into
two rectangles. S a
b
3 The area of rectangle R =
........................................................................ m2 2.5 m
4 The area of rectangle S =
........................................................................ m2
5 The area of the patio = area R + area S = .......................................................... m2

▼ Extension
Activity E1
Scale 1:10
1 Measure the width and

height of wall in the diagram
and complete the table.
Scale measurement Actual measurement
Height
Width
2 Work out the area of the part of the wall you can see in the diagram. Give your
answer in metres squared (m2).
................................................................................................................................................................... m2
3 Work out how many bricks would be needed to build this wall by using the formula
number of bricks = area (in m2) × 60
= .......................................................................
Activity E2
You have to make a round flower bed 4 ft in diameter.
1 4 ft = ........................................................................ mm = m
2 The circumference = π × .................................... = .................................... m
3 The area = π × radius × radius = ........................................................................ m2
4 You put a 200 mm layer of topsoil in the bed.
5 The volume of topsoil = Area of base × height
= ..................................................................................................................................................
.................................................................................................................................................. m3

▼
Mini-projects
▼
▼
Activity M1
Wooden compost bins are sold at a DIY store.
2 ft 11 in
3 ft 1 in
3 ft 1 in
Two compost bins are to be built side by side.
The area must be paved and the paving must extend 500 mm all round the
compost bins.
Draw a scale plan showing the paved area and the position of the compost bins.
Activity M2
Visit a DIY store and collect leaflets on how to build a pond.
Design a pond for your garden or a local play area.
Draw a plan to show what the pond will look like.
Work out the materials that you will need.
Activity M3
Decide on a feature you would like to build in a garden.
Draw a plan of the feature.
Visit a builders’ merchant or search on the Internet to find the cost of the items
needed to build your feature.

✓ Check it
Remember
1 foot = 305 mm
× 305
feet mm
÷ 305
1 inch = 25.4 mm
× 25.4
inch mm
÷ 25.4
Activity C1
Complete the following
1 1200 mm = ..................................... m
2 1.6 m = ..................................... mm
3 1865 mm = ..................................... m
4 2.354 m = ..................................... mm
5 2800 mm = ..................................... m
Convert these measurements in feet and inches to millimetres.
6 3 ft = ......................................................................................................................
7 8 ft = ......................................................................................................................
8 6 ft = ......................................................................................................................
9 3 in = .....................................................................................................................
10 6 ft 3 in = ............................................................................................................
Activity C2
A rectangular patio measures 4.8 m by 3.5 m.
1 The perimeter = ........................................................................ m
2 The area = ........................................................................ m2

✓
Activity C3
A circular pond is 1.4 m wide and 550 mm deep.
1 The circumference = ........................................................................ m
2 The area = ........................................................................ m2
3 The volume = ........................................................................ m3
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ........................................................................

A Answers
1 1800 mm 1 a 2.30 to 2 decimal places
2 0.14 m b 0.75 – 0.205 = 0.545 m = 0.55 m correct to two
3 2300 mm decimal places
1400 mm c 2.30 × 0.55 × 0.4 = 0.506 m3 correct to two
4 1.034 m decimal places or 0.5 m3 correct to one decimal
3.096 m place
2 inside length = 2.80 m correct to two decimal
Activity 2 places
1 610 mm 152.4 mm 762.4 mm 0.7624 m inside width = 0.80 m correct to two decimal places
2 915 mm 50.8 mm 965.8 mm 0.9658 m volume = 0.9 m3 correct to one decimal place
3 3.05 m 2.44 m 2.287 m
Activity 10
Activity 3 1 5.03 m
1 9200 mm = 9.2 m, 6400 mm = 6.4 m, 2 2.01 m2
area = 58.88 m2 3 3.77 m
2 a 72 mm 4 1.13 m2
b 54 mm
c 3600 mm = 3.6 m Activity 11
d 2700 mm = 2.7 m 1 12.3333 = 12 slabs
e 9.72 m2 2 8.26 => 8 slabs
3 a 4.7123 => 4712 mm
Activity 4 b 15.7 => 15 slabs
1 9200 mm 6400 mm
20.44 = 21 slabs, 14.22 = 15 slabs Activity 12
total = 21 × 15 = 315 slabs 1 73 litres
2 8 slabs, 6.22 = 7 slabs total = 8 × 7 = 56 slabs 2 π × 0.9 × 0.9 × 0.5 = 1.2723 m3
= 1.272345 × 1000 = 1272.35 litres
Activity 5 3 π × 0.75 × 0.75 × .0.6 = 1.06028 m3
1 2.944 m3 = 1.06028 × 1000 = 1060.29 litres
2 0.504 m3
Activity 13
Activity 6 1 7.02 m2
1 7.8 m 2 Area of large rectangle = 2.1 × 3.5 = 7.35 m2
2 5.4 m Area of small rectangle = 1.9 m × 1.7 = 3.23 m2
3 8m Total area = 10.58 m2
4 10.1 m
Activity 14
Activity 7 Front wall: Area = 2 × 2.2 = 4.4 m2
1 1.44 m 2
Back wall: Area = 2.2 × 2.2 = 4.84 m2
2 86.4 => 87 bricks Side wall: Area of triangle = 12 × 1.5 × 0.2 = 0.15 m2
3 8.7 => 9 bricks Area of rectangle = 2 × 1.5 = 3.0 m2
4 Total number of bricks is 96. Area of one side = 0.15 + 3.0 = 3.15 m2
Area of two sides = 2 × 3.15 = 6.30 m2
Activity 8 Total surface area = 15.54 m2
1 3 × 0.45 = 1.35 m2 Paint needed 15.54 ÷ 12 = 1.295 litres
2 1 × 0.45 = 0.45 m2
3 3.6 m2 Activity 15
4 3.6 × 60 = 216 bricks 1 6 ft = 1830 mm = 1.83 m
5 21.6 = 22 bricks 8 ft = 2440 mm = 2.44 m
6 216 + 22 = 238

A 5 ft 6 in = 1677.4 mm = 1.6774 m Extension
7 ft 3 in = 2211.2 mm = 2.2112 m Activity E1
2 Front 1.6774 × 2.44 m2 = 4.09256 m2
1
Back 2.2112 × 2.44 m2 = 5.395328 m2 Scale measurement Actual measurement
Triangle = 0.5 × (1.83 × 0.5338) = 0.488427 m2 Height 85 mm 850 mm = 0.85 m
Side area rectangle = 1.83 m × 1.6774 m2 = Width 90 mm 900 mm = 0.9 m
3.069642 m2
Area of one side = 3.558069 m2 2 0.9 × 0.85 = 0.765 m2
Area of two sides = 7.116138 3 0.765 × 60 = 45.9
Total area = 16.604322 =16.6 m2 (to one decimal 46 bricks needed.
place)
Activity E2
1 1220 mm = 1.22 m
Help
2 3.83 m
Activity H1 3 1.17 m2
6 ft = 6 × 305 =1830 mm = 1.83 m 4 0.23 m3
4 ft = 4 × 305 = 1220 mm =1.22 m
6 in = 6 × 25.4 = 152.4 mm = 0.15 m
4 ft 6 in = 1.22 m + 0.15 m = 1.37 m Mini-projects
Activities M1, M2, M3
Activity H2
1 2440 mm = 2.44 m
2 2120 mm = 2.12 m
3 9.12 m Check it
4 5.17 m2
Activity C1
5 0.025 m
6 0.12932 m3 = 0.13 m3 1 1.2 m
2 1600 mm
Activity H3 3 1.865 m
1 9 4 15.75 m2 4 2354 mm
2 7 5 0.04 mm 5 2.8 m
3 63 6 0.63 m3 6 915 mm
7 2440 mm
Activity H4 8 6 ft = 1830 mm
1 a 1.307 m3 9 3 in = 76.2 mm
b 1307 litres 10 6 ft 3 in = 1906.2 mm
2 a 0.5193 m3
Activity C2
b 519 litres
1 16.6 m
Activity H5 2 16.8 m2
1 side a = 2.0 m
Activity C3
2 1.4 m
1 4.4 m to one decimal place
3 9.9 m2
2 1.54 m2 to two decimal places
4 3.5 m2
3 0.85 m3 to two decimal places
5 13.4 m2

5 A picture of health
My name is Tom. Twice a week

I go to my local fitness centre.
I exercise for about an hour and

a half each time I go.
I do aerobic exercises on the

rowing machine, cycle and
treadmill. I also do some strength
exercises by lifting and pulling
weights.
On the walls of the fitness centre

there are tables and charts giving
information about the exercises
we do. Many of the machines
have displays showing
information in numbers.
I wonder how much maths is

involved in being healthy and fit?
Talk about it
Does anyone in the group belong to a fitness centre?
What kinds of exercise do you do in a fitness centre?
Which kinds of food are healthy or unhealthy?
Where are numbers involved? Do you need number skills to measure heart rate, speed, weight, etc?

■ Obtaining information from tables, diagrams, charts and line graphs HD1/L2.1
■ Collecting, organising and presenting information in tables,

charts, diagrams and line graphs HD1/L2.2
■ Finding and using different averages known as the mean, median

and mode and using them appropriately to compare two sets
of information HD1/L2.3
■ Finding the range and using it to describe the spread in groups

of information HD1/L2.4
■ Expressing one number as a percentage of another number N2/L2.9
■ Estimating, measuring and comparing temperatures.

Reading scales and conversion tables MSS1/L2.4

Obtaining
Lozenge. information from tables and diagrams and creating tables.
Preparing to exercise 1
Before I joined the fitness centre I went to my doctor

to check my general state of health. The first thing
my doctor did was to measure my height and weight.
Activity 1
1 Tom’s height was 175 centimetres and his weight was 75 kilograms. The
doctor said that he had a medium size frame. She checked his height and
weight by looking at a table.
This is a table of heights and weights for Weight in kg
adult men.
Height Small Medium Large
When she looked at the table she went down
in cm frame frame frame
the ‘Height in cm’ column to 175 and across to
the ‘Medium frame’ column. This told her that 157 58–61 59–64 63–68
Tom should weigh between 67 kg and 73 kg.
Discuss the table with your teacher if you do 160 59–62 60–65 64–70
not understand how to use it.
162 60–63 61–66 65–71
Tom weighed 75 kg, which meant he was a
little overweight. 165 61–64 62–67 65–73
Use the table to answer these questions. 167 62–65 63–69 66–75
Draw a ring around underweight, correct
weight or overweight for each of these men. 170 63–66 65–70 68–76
a height 162 cm weight 58 kg small frame 173 64–67 66–71 69–78

underweight correct weight overweight
175 65–69 67–73 70–80
b height 183 cm weight 85 kg medium frame
178 66–70 69–74 72–82
180 67–71 70–75 73–84
Check your answers before going any further.
c height 190 cm weight 90 kg large frame 183 68–73 71–77 75–85

underweight correct weight overweight 185 69–75 73–79 76–87
d height 157 cm weight 65 kg small frame
188 70–76 75–81 78–89
190 72–78 76–83 80–92
e height 180 cm weight 68 kg large frame
underweight correct weight overweight 193 74–80 78–85 82–94

2 Use the table on page 2 to answer these questions.
a A man of medium frame and 180 cm in height should weigh
between 70 kg and ............ kg.
b A man of small frame and 157 cm in height should weigh
between ............ kg and ............ kg.
Check your answers before you go any further.
c A man of small frame and 185 cm in height should weigh
between ............ kg and ............ kg.
d A man of large frame and 173 cm in height should weigh
between ............ kg and ............ kg.
e A man of medium frame and 190 cm in height should weigh
between ............ kg and ............ kg.
f A man of small frame and 165 cm in height should weigh
between ............ kg and ............ kg.
3 This is some information about sensible weights for women.

Put the weights into the correct places in the table below.
a A woman who is 157 cm tall and of medium frame should weigh 54 kg to 60 kg.
Look at the table. This answer has been done for you. Discuss the table with your
teacher if you do not understand it.
b A woman who is 165 cm tall and of small frame should weigh 53 kg to 59 kg.
c A woman who is 152 cm tall and of large frame should weigh 55 kg to 62 kg.
d A woman who is 152 cm tall and of small frame should weigh 47 kg to 52 kg.
e A woman who is 163 cm tall and of medium frame should weigh 56 kg to 63 kg.
f A woman who is 155 cm tall and of large frame should weigh 57 kg to 64 kg.
g A woman who is 160 cm tall and of small frame should weigh 50 kg to 56 kg.
h A woman who is 157 cm tall and of small frame should weigh 49 kg to 55 kg.
Heights and weights for adult women
Weight in kg Remember
The information used in tables, diagrams,
charts and graphs is known as data.
152
155
157 54–60
160
163
165

My doctor asked me about the sorts of foods that
I usually eat. She thinks that I eat too much fat and salt
and suggested that I should reduce them. I decided to
check the amount of fat and salt in the foods I eat.
When I go shopping I look on the back of

the tins and packets to see how much
fat and salt is in each product.
Activity 2
1 These are three examples of labels. They show the amounts of fat, etc. in every
100 g of the product.
Tomato soup Baked beans Cream crackers
Protein 0.9 g Protein 4.9 g Protein 10.2 g
Carbohydrate 7.1 g Carbohydrate 13.0 g Carbohydrate 66.9 g
Fat 3.6 g Fat 0.4 g Fat 14.4 g

(of which saturates) 0.3 g (of which saturates) 0.1 g (of which saturates) 6.2 g
Fibre 0.4 g Fibre 5.2 g Fibre 2.9 g
Sodium 0.4 g Sodium 0.3 g Sodium 0.5 g
Salt is called sodium on the labels and the most unhealthy type of fat is
saturated fat.
100 grams of the tomato soup in the example above contains
0.3 g of saturated fat and 0.4 g of salt
a 100 grams of the baked beans contains 0.1 g of saturated fat and ............ g
of salt
b 100 grams of the cream crackers contains ............ g of saturated fat and
............ g of salt
c How much fibre is contained in 100 grams of tomato soup? ............ g
d How much protein is contained in 100 grams of cream crackers? ............ g
e How much carbohydrate is contained in 100 grams of baked beans? ............ g
f How much protein is contained in 100 grams of tomato soup? ............ g
In the tomato soup there is a total of 3.6 g of fat
g How much total fat is contained in 100 g of baked beans? ............ g
h How much total fat is contained in 100 g of cream crackers? ............ g
i Which of the three foods contains the most fat? Draw a ring around the
correct answer: tomato soup baked beans cream crackers

2 This is some of the nutrition information from four more products.
Protein carbohydrate Total fat Saturated fat Sodium
Porridge 11.0 g 62.0 g 8.0 g 1.5 g 0.005 g
Drinking 6.4 g 72.4 g 5.8 g 3.1 g 0.001 g

chocolate
Cereal bars 4g 71 g 8.4 g 1.7 g 0.3 g
Crisps 3.7 g 54.2 g 31.6 g 14.2 g 1.5 g
a Write the names of the four products in the boxes below in order of the amount
of saturated fat that each of them contains. One has been done for you.
Most Least
saturated saturated
fat Cereal fat
bars

b Write the names of the four products in the boxes below in order of the amount
of sodium that each of them contains.
Most Least
sodium sodium
c Foods that contain a lot of saturated fat and sodium are bad for your heart.
Which of the four foods shown above is most unhealthy for your heart? Ring
your answer.
porridge drinking chocolate cereal bars crisps
? Review
Do you need more practice in

– obtaining information from tables and diagrams? Yes ■ No ■
– putting information into tables and diagrams? Yes ■ No ■

Obtaining information from drawings, charts and line graphs.
Preparing to exercise 2
On a packet of self-raising flour, you can read this information.
Protein Carbohydrate Fat
9.8 g 68.8 g 1.2 g
This information can be shown in a

chart. This one is called a bar chart. Bar chart to show content of flour
70
The height of each column shows how
much of that item is contained in this 60
food product. 50
The tallest column is almost up to 70 g

Grams 40
and shows that in self-raising flour there
is a lot more carbohydrate than protein 30
or fat. 20
The next tallest column is almost up to 10

10 g and represents the amount of
protein in self-raising flour. 0
Activity 3
1 Another food has this nutrition information.
Protein 10 g Saturated fat 3 g Sodium 2 g
Draw a bar chart to show the data.
12
11
10
9
8
7
Grams
6
5
4
3
2
1
0
Protein Saturated fat Sodium
Page 6 Unit 5 L2 NUMERACY HD1/L2.1, 2; MSS1/L2.4

2 The same data can be shown in this circular chart.
This type of chart is called a pie chart.
Nutritional information of a food
C B
a Which section in the pie chart shows the amount of protein? Ring your answer.
A B C
b Which section shows the amount of saturated fat? Ring your answer.
A B C
c Which section shows the amount of sodium? Ring your answer.

A B C
3 The pie chart below shows this

nutrition information.
12 g 72.8 g 5.3 g
.....................................................................................
Write the words:

in the correct sections on the pie chart. Give your pie chart a suitable title.

Activity 4
My doctor thinks it would be a good idea for me to

do some cycling before I join the fitness centre.
Normally, my heart beats between about 60 and 80

times each minute. This is called my heart rate. When I
exercise or work hard my heart rate gets faster.
1 Tom went for a one-hour walk. He checked his heart rate every 5 minutes.
This line graph shows his heart rate while he was walking.
Heart rate during a walk

130
Heart rate in beats each minute
120
110
100
90
80
70
60
50
40
30
20
10
0
0 5 10 15 20 25 30 35 40 45 50 55 60
Minutes of walk
When he started walking, Tom’s heart rate was 65 beats each minute. When he had been
walking for 10 minutes, his heart rate was 85 beats each minute.
If you do not understand the graph discuss it with your teacher.
Use the graph to get some more data on Tom’s heart rate.
a When Tom had been walking for 30 minutes, his heart rate was ............ beats each minute.
If you did not get the answer 120 beats each minute, discuss this with your teacher.
b When he had been walking for 45 minutes, his heart rate was ............ beats each minute.
c When he had been walking for 50 minutes, his heart rate was ............ beats each minute.
d When he finished his walk, his heart rate was ............ beats each minute.
e When Tom finished his walk was his heart rate was faster or slower than when he started
the walk? Ring the correct answer.
faster slower
f After he had been walking for ............ minutes his heart rate was 110 beats each minute.

When I go walking or cycling I still think
2 The graph below is called a conversion graph of distances in miles. I should really
because it converts miles into kilometres and start to think of them in kilometres.
kilometres into miles.
Conversion graph, miles kilometres

90
80
70
Kilometres
60
50
40
30
20
10
0
0 10 20 30 40 50 60
Miles
The lower end of the line starts at the point where both the miles and kilometres
are zero.
The top end of the line stops where 50 miles is the same as 80 kilometres.
If you do not understand, ask your teacher.
If you want to work out how many kilometres there are in 30 miles, follow these steps.
A Go to 30 on the horizontal axis.
B Go straight up from the 30 to the blue graph line (follow the red line).
C Go straight left to the kilometres scale from the blue line (follow the green line).
D Read the number on the kilometres scale. It is 48. This shows that 30 miles is
approximately 48 kilometres.
Use the steps above to answer these questions. Be as accurate as you can.
a How many kilometres equal 10 miles? ........................................................................
Check your answer before going any further. Ask your teacher if you need help.
b How many kilometres equal 20 miles? ........................................................................
c How many kilometres equal 25 miles? ........................................................................
d How many kilometres equal 40 miles? ........................................................................
? Review

– obtaining information from charts and line graphs? Yes ■ No ■
– putting information into charts? Yes ■ No ■

Drawing line graphs.
Joining the fitness centre

Activity 5
At the fitness centre there is a table showing the prices of membership.
Monthly Annual
Single adult £20 £220
Two adults joint membership £35 £400
Family membership £65 £650

Two adults and two children under 18 years of age
People over 60 years of age £15 £150
People between 15 and 18 years of age £15 £150
Tom is over 18 years old but under 60 years old. He wants a single membership.
1 How much does he have to pay each month for his membership? £ ........................
Check your answer.

The table above contains data. There are two different types of data. These are
called discrete data and continuous data.
The table above contains discrete data.
Discrete data must have particular values. These values are usually whole
numbers but sometimes fractions are involved. An example of discrete data would
be a shoe size such as 6, 9 or 4 12 .
Continuous data can have any value within a range of values. An example of
continuous data would be the actual length of someone’s foot. This could be
24.43 cm or 27.1 cm. Continuous data can only be given to a degree of accuracy
because it is measured e.g. to 2 decimal places.
2 In the following questions, decide whether the data is discrete or continuous.

Ring the correct word.
a Shoe size discrete continuous
Check your answer before you go any further. Ask your teacher if you need help.
b Number of children in a school discrete continuous
c The length of someone’s arm discrete continuous
d Number of tracks on a CD discrete continuous
e Time at which a light bulb fails discrete continuous

As part of my membership fee I was given
Activity 6 a fitness check by one of the instructors.
This included a ten-minute session on one
Tom’s heart rate was recorded every of the exercise bikes. After five minutes I
minute during the exercise. This was was told to pedal faster.
the data that was recorded.
Minutes 1 2 3 4 5 6 7 8 9 10
Heart rate in beats
80 85 85 95 100 120 125 125 130 135
each minute ✓ ✓ ✓
This data can be shown in a line graph.
Heart rate during bike exercise

140
Heart rate in beats
each minute
✗ ✗ ✗
0
0 2 3 Minutes of exercise 10
1 Complete the line graph, which has been started for you.
Label the scales on both axes.
Start at 4 minutes and a heart rate of 95 beats each minute, as shown in red in
the table above, and follow these steps.
a Go to 4 minutes on the horizontal axis.
b Go straight up until you are level with the 95 on the heart rate scale (on the
vertical axis).
c Draw a small cross at this point. Join this cross with a straight line to the
cross on its left so that you continue the line of the graph.
d Repeat these steps for the next values in the table until you have plotted all
of them.
? Review

– creating line graphs? Yes ■ No ■
– understanding discrete and continuous data? Yes ■ No ■

Exercising 1
On my first visit to the fitness centre I was interested to see how
popular it was, despite the fact that the fitness centre is quite small.
Activity 7
In the reception area there is a table showing Day Number of members

how many members visited the centre on each
Sunday 49
day last week.
Monday 38
1 How many members visited the centre on:
Tuesday 42
a Monday? ........................
Wednesday 29
b Saturday? ........................
Thursday 36
c Wednesday? ........................
Friday 45
2 How many members in total visited the centre
Saturday 62
last week? ........................
TOTAL 301
Tom wanted to know the average attendance
for last week.
There are different types of average. The sort of average that Tom wanted is
called the mean. If you work out the mean for last week’s attendance, this
will share out the total of 301 evenly between each day. To work out the
mean, follow these steps.
A Add up all the numbers. This has already been done in the table and
is 301.
B Divide the total by how many numbers we added up. In this case there
were 7 numbers to add.
Therefore, the mean attendance last week is 301 ÷ 7 = 43.
Here is another example.
What is the mean of this list of numbers: 6, 8, 4, 2, 3, 4?
Add up the numbers: 6 + 8 + 4 + 2 + 3 + 4 = 27
Divide this total by 6 because there are 6 numbers in the list: 27 ÷ 6 = 4.5.
Therefore, the mean of 6, 8, 4, 2, 3, 4 is 4.5.
Remember
When you work out the mean of a list of numbers, your answer might not be a whole
number or any of the numbers in the list.

3 Follow steps A and B on page 12 to work out the mean of each of these lists of
numbers. The first one has been started for you.
a 5, 7, 3 Add the numbers 5 + 7 + 3 = 15
Divide the total by ............ Therefore the mean is 15 ÷ ............ = ............
Check your answer before you go any further.
b 10, 12, 8, 4, 8 Add the numbers ........................ = ............
Divide the total by ............ Therefore the mean is ............ ÷ ............ = ............
c 7, 8, 1, 0, 4, 4 Add the numbers ........................ = ............
Divide the total by ............ Therefore the mean is ............ ÷ ............ = ............
Another type of average is called the median. The median is the middle number
in a list of numbers.
If I want to find the median of this list of numbers, 3, 7, 2, 1, 7, 8, 4, 2, 5
I follow these steps.
C First, put the numbers in order: 1, 2, 2, 3, 4, 5, 7, 7, 8
D Find the middle number: 1, 2, 2, 3, 4, 5, 7, 7, 8
Therefore, 4 is the median of 3, 7, 2, 1, 7, 8, 4, 2, 5.
4 Follow steps C and D to work out the median of each of these lists of numbers.
The first one has been started for you:
a 3, 7, 5, 3, 9, 1, 5
Put the numbers in order: 1, 3, 3, 5, 5, 7, 9
Find the middle number: It is ........................ Therefore the median is ........................
b 19, 12, 13, 20, 14

Put the numbers in order ........................................................................
Find the middle number: ........................ Therefore, the median is ........................
c 5, 8, 9, 1, 4, 2, 7, 4, 7
Put the numbers in order ........................................................................
Find the middle number: ........................ Therefore, the median is ........................
Sometimes there is no middle number in a list. In this list the 3 and 5 share the
middle position: 1, 2, 3, 3, 5, 6, 7, 8.
When this happens, we add the two middle numbers and then halve the answer.
3+5=8 Half of 8 = 4
Therefore, the median of 1, 2, 3, 3, 5, 6, 7, 8 is 4.
5 Find the median of this list of numbers: 3, 6, 4, 2 ........................

The third type of average is called the mode. The mode is the number which
appears most often, or most frequently, in a list of numbers.
Example: Find the mode of this list of numbers: 3, 6, 1, 6, 7, 2, 5.
The mode of this list of numbers is 6 because there are two sixes in the list and
only one of each of the other numbers.
If you do not understand this, discuss it with your teacher.
6 Find the mode of each of these lists of numbers.
a 12, 13, 12, 14, 15, 11 ............
b 1, 6, 1, 3, 3, 1, 5, 2 ............
c 5, 5, 12, 11, 4, 5 ............
Sometimes there is more than one mode in a list of numbers.

For example, in this list: 1, 5, 6, 2, 3, 1, 2, 1, 6, 4, 6
there are two modes because the numbers 1 and 6 both appear three times,
which is more than any other number.
Why three averages?

There are three types of average because sometimes one type is more
representative of the data than the other types.
The median is often better than the mean because in some lists there might be a
much bigger or much smaller number than the others in the list. This would
make the mean less representative than the median. Look at the example below.
Example: Joseph is one of the members of the fitness centre. He plays cricket each
week and his batting scores for the last seven games are:
15, 18, 17, 12, 82, 15, 16
The mean of these numbers is 25 and the median is 16.
Looking at the list, you can see that Joseph usually scored less than 20 but had
one very large score of 82. In this case the median is a better average than the
mean because it is nearer to Joseph’s usual scores.
7 Which of Joseph’s scores is the mode? ........................ .
Activity 8
1 Sometimes it is useful to know how far a list of numbers stretches from its
lowest number to its highest.
Remember
The spread of the numbers 5, 2, 4, 6, 3, 2, 3, 7, 4, 8, 3, 5 is from 2 to 8.
The difference
Put the numbers in order to check that this is correct. between the
................................................................................................................. . highest number
and the lowest
To find the range of a list of numbers we take the smallest number away from
number is called
the biggest number. In the list above we have to take 2 away from 8.
the range.
8–2=6 therefore, the range for this list is 6.
The word range is used quite frequently in phrases like ‘age range’ and ‘price range’

In the fitness centre, the youngest member is 15 years old and the oldest member
is 71 years old. This is a range of 56 years.
2 Find the range for these lists of numbers.
a 5, 3, 6, 7, 1, 2 ........................................................................
b 10, 17, 23, 18, 31, 21 ........................................................................
c 3, 9, 16, 11, 12 ........................................................................
3 This table shows the different attendances for the first three days in two
different weeks at the fitness centre.
WEEK 1 No. of members WEEK 2 No. of members
Monday 25 Monday 18
Tuesday 16 Tuesday 33
Wednesday 26 Wednesday 51
TOTAL TOTAL
a Work out the totals for each week and put them in the table.
.....................................................................................................................................................................
b What is the range for Week 1? ...............................................................................................
Check your answer before you go any further
c What is the range for Week 2? ...............................................................................................
d Which week has the bigger range? ......................................................................................
e What is the mean for Week 1? ...............................................................................................
f What is the median for Week 2? ...........................................................................................
g Do either of the weeks have a mode? YES NO
? Review

– calculating and using the mean, median and mode? Yes ■ No ■
– finding the range in a list of data? Yes ■ No ■

Expressing one number as a percentage of another.
Exercising 2
When I went to the fitness centre last night a total
of 25 people were exercising. 15 of them were women.
Tom wondered what percentage of the people exercising at the centre Remember
were women. A percentage is
The fraction 15
is one way of showing how many of the members were a fraction but it
25
women. If Tom could make this a fraction ‘out of’ 100 instead of ‘out of’ 25 is always ‘out of’
then he would have changed the fraction into a percentage. 100. The sign for
percentage is %.
Tom can easily change the bottom number into 100 by multiplying it by 4
but he must also multiply the top number by 4 so that he does not change
Remember
the real value of the fraction.
To keep the real
15 60
25
= 100 value of a fraction
15
is the same as 60 ‘out of’ 100 which means it is the same as 60%. from changing,
25
multiply the top
If you do not understand this, ask your teacher to explain. and bottom
numbers by the
Tip same number.
If you can easily change the bottom number in a fraction to 100,
do the same to the top number. The top number is the percentage.
This is another example.

11
To change 20 into a percentage, multiply both the top and bottom numbers by 5
because this changes the bottom number into 100.
11 55
20 = 100
The number in the fraction on top of the 100 becomes the percentage. Therefore,
55
100 = 55%
Activity 9
1 Change these fractions into percentages by making the bottom number into 100.
12
a 50 = 100 which equals ................... %
Check this answer before going further

8
b 25 = 100 which equals ................... %
18
c 20 = 100 which equals ................... %
7
d 10 = 100 which equals ................... %
9
e 10 = 100 which equals ................... %
7
f 20 = 100 which equals ................... %
13
g 25 = 100 which equals ................... %

Changing the bottom number of a fraction into 100 is not always easy.
Another way of changing a fraction into a percentage which works every time
is to multiply the fraction by 100. It is best to use a calculator to do this.
If we want to know what percentage 5 is of 14 we make a fraction and
multiply it by 100.
5
14means 5 out of 14 or 5 divided by 14. To work this out as a percentage
press these buttons on your calculator.
5 ÷ 14 × 100 =
this gives the answer 35.71428571.

5
Give this to 2 decimal places, so 14 equals 35.71%.
2 Use a calculator to change these fractions into percentages.
11
a 16 = ............ % Check this answer before you go any further.
11 18
b 50 = ............ % c 25 = ............ %
18 17
d 50 = ............ % e 19 = ............ %
3 What percentage is 12 of 60?

12
A Make a fraction of the two numbers 60 then
B multiply it by 100 using a calculator 12

60 × 100
This gives the answer 20, therefore 12 is 20% of 60.
Use steps A and B to answer these questions.
a What percentage is 5 of 10? ............

Remember
b What percentage is 7 of 700? ............
If you want to know what percentage
c What percentage is 12 of 48? ............ one number is of another number,
make a fraction of the two numbers
d What percentage is 11 of 55? ............
and multiply it by 100.
? Review
Do you need more practice in writing one number as

a percentage of another? Yes ■ No ■

Estimating, measuring and comparing temperatures.
Exercising 3
Anyone who exercises or works hard knows that the more you do the hotter you feel.
The temperature in a gym rises when everyone is working hard.
Temperature is usually measured in degrees Celsius or degrees Fahrenheit.
In the Celsius scale, water boils at 100 degrees and freezes at 0 degrees.
In the Fahrenheit scale, water boils at 212 degrees and freezes at 32 degrees.
The Celsius scale seems to be the more sensible scale, which is why most people now
use it.
Activity 10
This is a picture of a Celsius thermometer.
1 Draw crosses on the picture at these temperatures.

15 40 25 70 90 55
–15 –5 5 15 25 35 45 55 65 75 85 95 105 115 °C

–10 0 10 20 30 40 50 60 70 80 90 100 110 120
2 Working with a partner, use a Celsius thermometer to find
a the temperature in the room .....................................
b the temperature in your hand .....................................
3 Which is the higher temperature?
room hand (ring your answer)
4 What is the range of these two temperatures? .....................................

5 Is the temperature in your hand the same as the temperature in the hand of the
person you are working with?
yes no (ring your answer)
Humans are said to be ‘warm blooded’ animals. This means our temperature does
not change very much. If our temperature rises or falls we can become ill.
The normal temperature for humans is 37 degrees Celsius (ºC) or
98.4 degrees Fahrenheit (ºF).
6 You have measured the temperature inside the room. Now guess what the
temperature is outside. Write your guess here: .....................................
7 Use the thermometer to measure the outside temperature if possible.
Write it here: .....................................
8 Was your guess close to the real temperature outside? yes no

9 What temperatures are shown by the arrows on this Celsius thermometer?
–15 –5 5 15 25 35 45 55 65 75 85 95 105 115 °C

–10 0 10 20 30 40 50 60 70 80 90 100 110 120
........................ ........................ ........................ ........................ ........................
Activity 11
This is a conversion table. It changes Fahrenheit temperatures into Celsius
temperatures.
1 Use the table to change these Fahrenheit temperatures into

Celsius temperatures.
Fahrenheit Celsius
a 60 ºF is ........................ b 90 ºF is ........................
50 10
Check your answers before going further.
55 13
c 55 ºF is ........................ d 100 ºF is ........................
60 16
e 85 ºF is ........................ f 75 ºF is ........................
65 18
2 Use the table to change these Celsius temperatures into
Fahrenheit temperatures. 70 21
a 13 ºC is ........................ b 27 ºC is ........................ 75 24
Check your answers before going further. 80 27
c 21 ºC is ........................ d 35 ºC is ........................ 85 29
e 29 ºC is ........................ f 38 ºC is ........................ 90 32
3 The temperatures below are Fahrenheit temperatures. Use 95 35

the table to help you to estimate what these temperatures
100 38
would be in Celsius.
a 93 ºF is about ........................ b 78 ºF is about ........................ c 63 ºF is about ........................
d 53 ºF is about ........................ e 98 ºF is about ........................ f 73 ºF is about ........................
? Review

– estimating, measuring and comparing temperatures? Yes ■ No ■
– reading scales and conversion tables? Yes ■ No ■

! Help
Activity H1
1 Victor uses the rowing machine at the fitness centre. This is the display.
Time Distance Time Distance
How long he How far he

5:29 minutes 1102 metres
has been rowing has rowed
Calories Speed Calories Speed
80 87 metres How much energy

Average speed
per minute he has used
The display above shows examples of this data. Use the display to answer these
questions.
a How far has he rowed? .............................................................................
b How many calories has he used? .............................................................................
c How long has he been rowing? ..............................................................................
d What is his average speed? .............................................................................
2 Put these pieces of information about Sam’s session on the rowing machine
into their correct places in the display below.
Time Distance
66 metres per minute
1245 metres
Calories Speed
46
18:40 minutes
a How much energy has Sam used? ................................................
b What is the range of Victor and Sam’s speed? ................................................
c What is the mean of the distances rowed? ................................................
d What is the difference in time spent on the rowing machine?
................................................
Does this information tell you anything about the relative fitness of Victor
and Sam?
Explain, and be prepared to discuss, your ideas.
...........................................................................................................................................................................
...........................................................................................................................................................................

! 70
Bar chart to show food content
Activity H2
Grams per 100 grams

60
1 Use this bar chart to answer these questions. 50
a How many grams of fat are contained 40
in 100 grams of this product? 30
................................ 20
b How many grams of protein are 10
contained in 100 grams of this product? 0
Fat Protein Carbohydrate
................................
c How many grams of carbohydrate are

contained in 100 grams of this product?
Bar chart to show food content
................................ 80
70
Grams per 100 grams
2 Draw bars on the chart to show this

60
information.
50
Fat 10 grams
40
Protein 50 grams
30
Carbohydrate 30 grams
20
10
0
Activity H3 Fat Protein Carbohydrate
Are these examples discrete data or

continuous data? Ring your answer.
1 The temperature today discrete continuous
2 The depth of snow in the Alps discrete continuous
3 The number of teeth in your mouth discrete continuous
Activity H4
Find the mean, median and mode for the following sets of numbers.
1 5, 6, 2, 6, 8 mean = ....................... median = ...................... mode = .......................
2 1, 7, 8, 1, 3, 5 mean = ....................... median = ....................... mode = .......................
3 What is the range of this list of numbers? 2, 7, 1, 6, 6, 9, 2, 5, 10, 3, 3 ................
Activity H5
What percentage is 1 12 of 25 ....................... 2 10 of 50 ....................... 3 3 of 4 .......................

▼
Extension
Activity E1
Middleton Southam Gurton Leigh Wilton Rossbridge Merton Tyebridge
10:30 10:42 11:00 11:15 11:32 11:39 11:55 12:09
This is part of a bus timetable. The bus travels from Middleton to Tyebridge, passing
through six other villages.
1 When does the bus reach Gurton? ................................................
2 When does the bus reach Merton? ................................................
3 Where is the bus at 11:35? ................................................
Activity E2
This pie chart shows how 100 children
travel to their local school.
48 travel by car
25 by bus
12 by bike
9 by taxi
6 walk to school
Write car, bus, bike, taxi and walk by

the correct arrow on the pie chart.
Add a title.
Activity E3
Would the number of people who could travel on a bus be called discrete data or
continuous data?
discrete continuous (ring your answer)
Activity E4
Calculate the range of these two lists of numbers and say which list has the larger spread.
List 1: 2, 5, 7, 3, 4, 6, 7, 12, 6 List 2: 12, 14, 18, 16, 13, 19
Range = ................................................................... Range = ...................................................................
List ................................................................... has the larger spread.
Activity E5
What percentage is 1 9 of 12? ................ 2 6 of 7? ................ 3 5 of 8? ................

▼
Mini-projects
▼
▼
▼
Activity M1
Use the Internet to log on to a home catalogue site and find data about clothes to
fit yourself.
Use telephone directories, libraries, etc. to find information about fitness centres
in your area. Ask the centres for any leaflets they have about the services they
offer. Which offer the best deals?
Activity M2
Collect pie charts, bar charts, line graphs, etc. from a daily newspwper, for one
week. (Look in the weather and business sections.) Write about the information
shown in the charts and graphs you found.
Activity M3
Keep a record of how far you walk each day and draw a line graph to illustrate
the data.
Keep a record of how many hours you watch television each day and illustrate
this in a line graph and a bar chart.
Activity M4
Make a list of five different foods that you usually buy. Visit your local
supermarkets and grocery stores and make a list of the prices of these items.
What is the range of prices for each item?
What is the median and mean price of each item?
Activity M5
Find out how many people in your class or where you work are female and how
many are male. Calculate what percentage are female and what percentage are
male.
Activity M6
Use a thermometer to measure the outside temperature at the same time each day
for one week. Draw a line graph to illustrate the data.
Find a formula for changing the temperature in Fahrenheit into the temperature
in Celsius. You could visit your local library or adult education centre, or use the
Internet.

✓ Check it
Activity C1 Weight in kg
1 This is part of a table showing the ideal weight
in kilograms for men of different heights.
a What range of weights is ideal for a man of
157 58–61 59–64 63–68
small frame and 162 cm in height?
160 59–62 60–65 64–70
..............................................................................................
162 60–63 61–66 65–71
b What range of weights is ideal for a man of
large frame and 157 cm in height? 165 61–64 62–67 65–73
.............................................................................................. 167 62–65 63–69 66–75
2 This bar chart shows how some children

travel to school each day.
......................................................................................
Add a title to the bar chart. 60
a How many children walk to school? 50

Number of children
................ 40
b How many children cycle to school? 30
................ 20
c How many children are driven to school? 10
................ 0
walk cycle car
3 Choose a scale and draw bars on the chart below to illustrate the data.
a 20 children walk to school
b 35 children cycle to school
c 50 children are driven to school
Add a title.
...........................................................................................................
Number of children
walk cycle car

✓
Activity C2
1 Calculate the mean, median and mode of these lists of numbers.
a 3, 5, 2, 6, 7, 7, 1 b 12, 14, 12, 16, 20 c 50, 35, 16, 52
Mean = ............................ Mean = ............................ Mean = ............................
Median = ........................ Median = ........................ Median = ........................
Mode = ............................ Mode = ............................ Mode = ............................
2 What is the range of each of these lists of numbers?
a 3, 8, 1, 9, 2, 2, 6, 7 Range = ............ b 16, 11, 18, 14, 23 Range = ............
Activity C3
Temperature conversion graph
This graph will 250
help you to convert
200
the temperature from
Fahrenheit
150
Fahrenheit to Celsius.
100
1 What Fahrenheit
50
temperature is
approximately 0
the same as 60 −50

degrees Celsius? 0 20 40 60 80 100 120
Celsius
............................
2 What Fahrenheit temperature is approximately the same as
40 degrees Celsius? ............................
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ........................................................................

A Answers
1 a underweight 1 A chart similar to this.
b overweight
c correct weight 12
d overweight 11
e underweight 10
9
2 a between 70 kg and 75 kg 8
7
b between 58 kg and 61 kg
Grams
6
c between 69 kg and 75 kg 5
4
d between 69 kg and 78 kg
3
e between 76 kg and 83 kg 2
f between 61 kg and 64 kg 1
0
Protein Saturated fat Sodium
3
Weight in kg
2 a C b A c B
3
152 47–52 55–62 Protein

155 57–64
Fat
157 49–55 54–60
160 50–56
163 56–63
Carbohydrate
165 53–59
Activity 2
Activity 4
1 a 0.1 g of saturated fat and 0.3 g of salt
b 6.2 g of saturated fat and 0.5 g of salt 1 a 120 b 100 c 85 d 75 e faster
c 0.4 g of fibre f 27 12 and again at 40
d 10.2 g of protein 2 Your answers should be close to
e 13.0 g of carbohydrate a 16 km b 32 km c 40 km d 64 km
f 0.9 g of protein
g 0.4 g Activity 5
h 14.4 g 1 £20
i cream crackers
2 a discrete b discrete c continuous
2 a d discrete e continuous
Most Least
saturated
fat Drinking Cereal
saturated
fat Activity 6
Crisps Porridge
chocolate bars 1 Check your answer with your teacher.
b Activity 7
Most Least 1 a 38 b 62 c 29
sodium sodium
fat
Crisps
Cereal
bars
Porridge
Drinking
chocolate
2 301
c Crisps

A
3 a Divide the total by 3. Activity 11
Therefore the mean is 15 ÷ 3 = 5 1 a 16 ºC b 32 ºC c 13 ºC d 38 ºC e 29 ºC
b Divide the total by 5. f 24 ºC
Therefore the mean is 42 ÷ 5 = 8.4 2 a 55 ºF b 80 ºF c 70 ºF d 95 ºF e 85 ºF
c Divide the total by 6. f 100 ºF
Therefore the mean is 24 ÷ 6 = 4
3 a 33 or 34 ºC b 26 ºC c 17 ºC
4 a 5 b 14 c 5 d 11 or 12 ºC e 36 or 37 ºC f 22 or 23 ºC
5 3.5
6 a 12 b 1 c 5
Help
7 15
H1
Activity 8 1 a 1102 m b 80 c 5:29 minutes
1 2, 2, 3, 3, 3, 4, 4, 5, 5, 6, 7, 8 d 87 metre per minute (m/min)
2 a 6 b 21 c 13 2
Time Distance
3 a Total for Week 1 = 67 Total for Week 2 = 102
b 10 c 33 d Week 2 e 22.3 f 33 g No 18:40 1245 metres
Activity 9 Calories Speed

12 24 46 66 metres per minute
1 a 50
= 100
which equals 24%
8 32
b = which equals 32%
25
18
100
90
a 46 calories b 87 − 66 = 21 m/min
c 20
= 100
which equals 90% c 1173.5 m d 13:11 min
7 70
d 10
= 100
which equals 70% Discuss your ideas with your teacher.
9 90
e = which equals 90%
10
7
100
35
H2
f 20
= 100
which equals 35%
1 a 10 g b 60 g c 25 g
13 52
g 25
= 100
which equals 52%
2 Check your answer with your teacher.
2 a 68.75% b 22% c 72% d 36% e 89.47%
3 a 50% b 1% c 25% d 20% H3
1 continuous 2 continuous 3 discrete
Activity 10
H4
1
1 a mean = 5.4 median = 6 mode = 6
✗ ✗ ✗ ✗ ✗ ✗
–15 –5 5 15 25 35 45 55 65 75 85 95 105 115 °C b mean = 4.17 median = 4 mode = 1
–10 0 10 20 30 40 50 60 70 80 90 100 110 120
2 Range = 9
Check your answers to questions 2 to 8 with your H5

teacher. 1 48% 2 20% 3 75%
9 The arrows are pointing at these temperatures:

20, 45, 65, 70, 100 ºC.

A
Extension Check it
E1 C1
1 11:00 1 a 60 to 63 kg
2 11:55 b 63 to 68 kg
3 Between Wilton and Rossbridge
2 a 15 b 40 c 55
E2 3 Check your answers with your teacher.
Check your pie chart answers with your teacher.
C2
E3 1 a Mean = 4.4 Median = 5 Mode = 7
1 discrete b Mean = 14.8 Median = 14 Mode = 12
c Mean = 38.25 Median = 42.5 Mode = no mode
E4
2 a Range = 9 – 1 = 8 b Range = 23 – 11 = 12
Range of List 1 = 10 Range of List 2 = 7
List 1 has the larger spread. C3
1 Approximately 140 ºF
E5
2 Approximately 104 ºF
1 75% 2 85.7% 3 62.5%
Mini-projects
Activities M1, M2, M3, M4, M5, M6
Answers will vary. Check your answers with your
teacher.

6 What chance?
❝ My sister, Kim, is
expecting twins!
All the family are wondering

❝
whether they will be boys or
girls.
Talk about it
What are the chances that Kim will have:
● two girls?
● two boys?
● a girl and a boy?
What do you think? Are the chances all the same?

Calculating probability can help us answer questions like this.
But probability is only theoretical. For example, the sex of a baby is influenced
by factors other than chance.
This unit looks at the possible outcomes of combined events – that is, the
possible result of two or more things happening, where the outcome of one is
not affected by the outcome of the other. These are called independent events.

■ Identifying the range of possible outcomes of combined events and
recording the information using diagrams or tables HD2/L2.1
■ Using fractions to describe and compare probabilities N2/L2.3

Looking at possible outcomes using a sample space.
Outcomes
If my sister were expecting just one baby, there would be two possible outcomes
for the sex of the baby: a girl or a boy. We are going to assume that these are
equally likely events.
Activity 1
sex of first twin
The table is one way of recording the outcomes
of two events. It is a sample space table. G B
Along the top it shows the two
possible outcomes of the sex of the
G GG BG
first twin (G is girl, B is boy).
sex of second twin
Down the side it shows the two
possible outcomes of the sex of the B GB BB
second twin.
The number of possible outcomes is shown by the

coloured squares inside the table.
1 How many possible outcomes are there? .....................................
2 There is only one outcome both twins will be girls, shown by the lilac square
GG. The probability of two girls is ................. Write P(2 girls) = ...................................
3 P(2 boys) = ................................... .
4 P(a girl and a boy) ...................................

1 1
2 is bigger than 4
so theoretically, my sister is more likely to have a girl and a boy, than two girls or
two boys.
What is the probability that my sister will have twins of the same sex?
..................................................................................................................................................
Activity 2
There are three primary colours: blue, yellow and red. When different colours are
mixed together, new colours are produced. Kim has two boxes each containing
tins of the three primary colour paints. Kim is going to select a tin from each box
and mix them together. Complete the table to show the possible results.
First colour
Blue (B) Yellow (Y) Red (R)
Blue (B) BB YB RB
Second
Yellow (Y) BY
colour
Red (R)

Use the table to answer these questions.
1 Using the three primary colours how many ways can two colours be mixed?
..........................................
2 List the combinations that do not result in a new colour. ..........................................
HINT: Mixing blue with blue i.e. BB does not give a new colour.
3 What is the probability that the mixture does not result in a new colour? ..........................................
4 What is the probability that the mixture produces a new colour? ..........................................
5 Orange is a mixture of red and yellow. What is the probability that the new colour can be
described as orange? ..........................................
Experiment
Do your own colour experiment. Make two hexagonal spinners. On each spinner
mark three equal sections and label/colour them blue, yellow, red. Spin both
spinners and record the results in the table.
Tally Total/ Tally Total/ Tally Total/ Tally

30 60 90
BB
BY (YB)
BR (RB)
YY
YR (RY)
RR
Remember a mixture of yellow and red makes orange.

Start by spinning your spinners 30 times. How many times did you get orange? ..........................................
So orange came up ......... times.

30
Do another 30 spins. Now count the number of times you got orange.
Orange came up ......... times.

60
Look back at the probability of making orange (from Activity 2). What was it? ..........................................
When you do an experiment your results will only be close to the probability if
you carried out the experiment a large number of times (and, as far as this is
concerned, 60 is small). Go on spinning your two spinners in batches of 30 and
see if your results get closer to the expected probability.
? Review
Do you need more practice in sample space tables? Yes ■ No ■


Using tree diagrams to illustrate outcomes.
Tree diagrams
Possible outcomes of two throws
Another event that has two possible
outcomes is tossing a coin.
HH
What are the possible outcomes when I toss
H
a coin twice?
What is the probability of getting two

heads? H T
This is another way of showing the
HT
outcomes. It is called a tree diagram.
TH
The toss of the coin is shown by the dots.
T H
The two branches from the dots show the
two possible outcomes, H (heads) or T
(tails). T
For example, follow the blue line. This TT

shows that the first coin is a head and that
the second coin is a tail. The outcome is HT,
one head and one tail.
The red line also shows an outcome of one

tail and one head, only this time the tail First Second
throw throw
was thrown first, followed by the head (TH).
Activity 3
1 How many possible outcomes of the two throws are there? .....................................
2 What are the chances of throwing two heads? Write the answer as a fraction.
.....................................
3 What are the chances of throwing two tails? Write the answer as a fraction.
.....................................
4 What are the chances of throwing one head and one tail? Write the answer as a fraction.
.....................................
The number of possible outcomes of tossing a coin is the same as the number of
possible outcomes for the sex of twins! There are two possible outcomes for each
single event (head/tail, girl/boy), and four possible outcomes for the combined
events.
Activity 4
Draw a sample space table to show the possible outcomes of tossing a coin twice.
Activity 5
Draw a tree diagram to show the possible outcomes of the sex of twins.

Activity 6
Possible outcomes
If I toss a coin three times, what are the chances of of three throws
getting three heads? Are the chances better or worse
or the same as getting two heads with two throws?
Look at the tree diagram. HHH
Fill in the missing H (heads) and T (tails) on the H

branches for the third throw. T
HHT
Answer these questions using the tree diagram H
1 How many possible outcomes are there? HTH
T
.....................................
H HTT
2 How many ways can I throw three heads?
THH
.....................................
T H
3 What is the probability of throwing three heads? THT
.....................................
T
4 Look back to Activity 3 to find the probability of
throwing two heads with two tosses. It was TTH
.....................................
5 Do I have a better chance of throwing three heads

with three tosses or two heads with two tosses? TTT
.....................................
First Second Third
throw throw throw
Activity 7
Write down the probabilities, as fractions, of throwing:
1 one head with one toss of a coin .....................................
2 two heads with two tosses of a coin .....................................
3 three heads with three tosses of a coin .....................................
4 Do you notice a pattern? .....................................
5 What do you think the probability will be of throwing four heads with four tosses?
.....................................
Talk about it
Discuss your answers with your group and with your teacher.
? Review
Do you need more practice in tree diagrams? Yes ■ No ■


Using fractions to work out probabilities from a sample space.
What’s the score?

If I throw two dice and add the scores, what is the most likely total score?
Look at the table. Along the top it shows the possible score on the first dice.
Down the side it shows the possible score on the second dice.
The coloured squares show the total score of the two dice. Complete the table.
score on first dice

Remember
To simplify a fraction, divide the
1 2 3 4 5 6 numerator (top) and denominator
(bottom) the fraction by the same
number.
1 2 3 4 5 6 7
6 6÷2 3
e.g. = =
16 16 ÷ 2 8
25 25 ÷ 5 5
2 3 4 e.g.2 = =
30 30 ÷ 5 6
score on second dice
3 4 7
4 5 6 9 10
5 6 9
6 7 8
Activity 8
Simplify your answers where possible. Give your answers to probability questions as
fractions, unless otherwise stated.
1 How many possible outcomes are there? (How many coloured squares are there?)
.....................................
2 Which total score appears most often in the table? .....................................
3 What is the probability of throwing a total of 7? .....................................
4 What is the probability of throwing a total of 2? .....................................
5 Which other total score has the same probability as a score of 2? .....................................
6 You are ..................................... times more likely to score a total of 7 than a total of 2
with two dice.
Page 6 Unit 6 L2 NUMERACY HD2/L2.1; N2/L2.3

7 What is the probability of a total of more than 8.
.....................................
8 What is the probability of a total of less than 4.
.....................................
9 a What is the probability of the total score being even?
.....................................
b What is the probability of the total score being odd? .....................................
c Add your answers to parts a and b together.
..........................................................................................................................
d Explain your answer to part c.
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
10 List the outcomes that are prime numbers. Remember

................................................................................................................................ Prime numbers are numbers
that have exactly two factors:
11 Work out the probability of scoring a prime number.
the number itself and 1.
Give your answer as a fraction and as a decimal.
That is 2, 3, 5,…
...............................................................................................................................
12 Work out the probability that your score is not a prime number.
Give your answer as a fraction and as a percentage.
.................................................................................................................................
13 What is the probability of scoring a multiple of 5 a as a fraction? ..............................
b as a decimal? ..............................
c as a percentage? ........................
? Review
Do you need more practice with probability tables? Yes ■ No ■


Looking at independent events.
Get on and do it!
‘Scissors, Paper, Stone’ is a traditional and entertaining game for two or more
players. Scissors are shown by using two fingers as if about to cut. Paper is shown
by holding the hand flat. Stone is shown by forming a fist. All players show their
hand at the same time. Revealing the same shape is a draw. However, scissors cut
(beats) paper, paper wraps (beats) stone, and stone blunts (beats) scissors.
Activity 9
The possible outcomes of two players can be shown in a table. Complete the
table. C means scissors, P means paper, S means stone.
Player 1
C P S
C CC PC SC
Player 2
P CP PP
S CS
1 How many possible outcomes are there for the results of each show? .....................................
2 How many outcomes are there where the players draw? .....................................
3 What is the probability that the players will draw? .....................................
4 What is the probability that Player 1 wins? .....................................
5 What is the probability that Player 1 does not win? .....................................
Remember
Independent events
Two events are independent if one event does not affect the
outcome of the other event e.g. tossing a coin and rolling a dice.

Activity 10
Some tennis players like to practise with an automatic ball server. The machine
can be set to vary the direction and the speed of the tennis ball. Balls are then
served randomly at the player.
For beginners the directions are left (L), right (R) and centre (C), and the speeds
are fast (F), medium (M) and slow (S). For example, a ball may be served at the
player to the left and at a medium speed.
1 Complete the tree diagram to show the outcomes.
Direction Speed Outcome
F LF
M
LM
2 What is the probability that a player gets a slow ball served to the right?
........................................................................
3 What is the probability that a player gets a ball served to the right?
........................................................................
? Review
Do you need more practice with probability tables? Yes ■ No ■

For more work on this, go to H2, (page 10) and E1 and E2 (page 11).

! Help
Activity H1
Answer these questions about the black (B) and white (W) spinner.
1 What is the probability of getting black in one spin?
........................................................................ First spin
W B
Second spin
2 What is the probability of getting

different colours in two spins? ........................................................................
Activity H2
Fred has a random button on his car radio. He has preset it with his favourite
stations. At the push of a button he gets a station that he likes while he’s driving.
At the moment he has only preset three stations: Easy FM (E), ChatRadio (C) and
HitUK (H). Complete the tree diagram for two pushes of the random button.
First push Second push Outcome
EE
E
C
EC
H
E
1 What is the probability Fred gets Easy FM (E) twice in a row?
........................................................................
2 What is the probability Fred gets the same station twice in a row?
........................................................................

▼ Extension
Activity E1
There is a simple card game at the fair. There are two
cards on a table face down: an ace and a king.
A player points to a card and it is turned over. If it is an

ace you score 10 points. The king scores 5 points. The
card is then turned back over and the cards mixed up.
This is done three times.
Susie has a go. If she scores exactly 20 she gets her

money back. If she scores exactly 30 she wins £1.
1 Draw a tree diagram to show the three outcomes of her three choices. Put the
points score of each outcome. (Hint: use a full sheet of paper – the finished
diagram may be large!)
2 What is the probability that Susie scores 15 points? ........................................................................
3 What is the probability that Susie wins £1? ........................................................................
4 Put a ring round the final outcomes on your diagram that show 20 points.
5 What is the probability that Susie gets her money back? ........................................................................
Activity E2
Will makes a game for the fair. It uses two dice: one is a standard dice and the
other has the numbers 5 to 10. The game asks that the players multiply the scores
on the dice. Will needs to look at the possible outcomes to ensure that he will
make a profit from the game.
1 Draw a sample space table to show all the outcomes. Tip

2 What is the probability of scoring 25? To help you with the answers make
your sample space table like this.
........................................................................
3 What is the probability of scoring 1? (×) 1 2 3
........................................................................
5 5 10 15
4 What is the probability of scoring more than 50?
Write your answer as a fraction.
6 6 12
........................................................................
5 What is the probability of scoring less than 20? 7 7

Write your answer as a decimal.
.......................................................................
6 What is the probability of scoring a prime number? Write your answer as a fraction.
........................................................................

▼
Mini-projects
▼
▼
Activity M1
Play the game ‘Paper, Scissors, Stone’ with another person. Play it nine times.
Record your answers.
Compare your results with the table in Activity 9. What do you notice?
Play the game 18, 27, 36 times. What do you notice?
Activity M2
Roll two dice 36 times and record the number of times you score a total of 7.
Look back to Activity 8. How many times would you expect to score 7 with
36 throws? 72 throws? How close was your result?
How many times do you have to roll the dice to make your results close to the
probability?
Activity M3
Obtain a bus or train timetable for your local area.
Choose a particular bus or train service. Choose a stop/station.
Use the timetable to record whether the bus or train is late/on time/early over a
number of occasions.
You will need to decide exactly what ‘on time’ means and how you will know
this. You will also need to decide on how many ‘occasions’ you are going to
record this information.
To what extent would you feel confident in using this information to determine
the time you turned up to catch this bus or train in the future?
What is the probability that the bus/train will be:

● late
● on time
● early?

✓ Check it
Activity C1
1 What is the probability of scoring 5 or more in one throw of a standard dice?
.....................................
2 What is the probability of throwing two heads when a coin is tossed twice?
.....................................
In the space below, draw a sample space diagram to help you.
Activity C2 Score on first dice
The table shows the possible

outcomes of throwing two
1 2 3 4 5 6
dice. The coloured squares
show the two numbers on the
1 1, 1 2, 1 3, 1 4, 1 5, 1 6, 1
dice. Complete the sample
space table.
2 1, 2 2, 2
Score on second dice
3 1, 3
4 1, 4
5 1, 5
6 1, 6

✓
Use the table on the previous page to answer these questions.
1 How many possible outcomes are there? .....................................
2 What is the probability of throwing a double (both numbers the same)?
........................................................................
3 Have you got a better chance of throwing double 1 or double 6? Use the
probabilities to explain your answer.
..................................................................................................................................................
4 Choose a number from 1 to 6. If you throw only one dice, what are the
chances of throwing this number?
..................................................................................................................................................
Look at the outcomes in the table. Mark every square that shows the number
you chose.
5 If you throw two dice, what are the chances of your number coming up on at
least one dice?
..................................................................................................................................................
Is this a better or worse chance than with one die? .....................................
Use probabilities to explain your answer.
..................................................................................................................................................
How am I doing?
I am confident with
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
Date ........................................................................

A Answers
1 4 1 8
1 2 1 way (HHH)
2 a quarter, 4
1
3 1 3 8
4
1
4 2
= 1 4 4
4 2
2 5 Two heads with two tosses
Probability of twins the same sex is 4
which is the
same as 12 . Activity 7
1 1 1
Activity 2 1 2
, 2 4
, 3 8
Blue (B) Yellow (Y) Red (R) 5 1
16
Blue (B) BB YB RB
Activity 8
Yellow (Y) BY YY RY Score on first dice
1 2 3 4 5 6
Red (R) BR YR RR
1 2 3 4 5 6 7
1 9
2 3 4 5 6 7 8
2 BB,YY, RR
3 1
3 9
= 3
3 4 5 6 7 8 9
6 2
4 9
= 3
4 5 6 7 8 9 10
2
5 9 5 6 7 8 9 10 11
Activity 3 6 7 8 9 10 11 12
1 4
1 36
1
2 4
2 7
1
3 4 6 1
3 36
= 6
2 1
4 4
= 2 1
4 36
Activity 4 5 12
6 You are six times more likely to score a total of
H T 7 than a total of 2.
10 5
H HH TH 7 36
= 18
3 1
8 36
= 12
T HT TT 1 1
9 a 2
b 2
c 1 d Check your answer
with your teacher.
Activity 5 10 2, 3, 5, 7, 11
15
11 P(prime) = 36
= 0.417
21 7
Sex of Sex of 12 P(not prime) = 36
= 12
= 58%
first twin second twin
7
13 P(multiple 5) = 36
= 0.194 =19%
BB
B
Activity 9
Player 1
B
G GG C P S
B GB
C CC PC SC
G
Player 2
P CP PP SP
G
GG S CS PS SS

A
1 9 Activity H2
2 3
3 1
3 9
= 3
(CC, PP, SS)
First push Second push Outcome
3 1
4 9
= 3
(CP, PS, SC)
6 2 EE
5 9
= 3
(CC, PP, SS, PC, SP, CS) E
C
EC
Activity 10
H
1 EH
E
CE
E
Direction Speed Outcome
C C CC
LF
F
H
H CH
M
LM
S HE
E
LS C
HC
L H
RF HH
F
R M RM
S
1
G RS 1 9
3 1
2 9
= 3
CF
F
M
CM Extension
S
Activity E1
CS
1
1 First card Second card Third card Outcome Points

2 9
A AAA 30
3 1
3 9
= 3
K
A
AAK 25
Help K AKA 25
A
Activity H1 A
K
1st spin AKK 20
A KAA 25
W B K
K
A
2nd spin
KAK 20
W WW BW
K KKA 20
A
B WB BB K
KKK 15
1
1 2
1 1
2 2 2 8
1
3 8
4 Outcomes AKK, KAK, KKA circled.

3
5 8

A
E2 C2
1 Standard dice Score on first dice
1 2 3 4 5 6 1 2 3 4 5 6
5 5 10 15 20 25 30 1 1, 1 2, 1 3, 1 4, 1 5, 1 6, 1

6 6 12 18 24 30 36 2 1, 2 2, 2 3, 2 4, 2 5, 2 6, 2
Other dice
7 7 14 21 28 35 42 3 1, 3 2, 3 3, 3 4, 3 5, 3 6, 3
8 8 16 24 32 40 48 4 1, 4 2, 4 3, 4 4, 4 5, 4 6, 4
9 9 18 27 36 45 54 5 1, 5 2, 5 3, 5 4, 5 5, 5 6, 5
10 10 20 30 40 50 60 6 1, 6 2, 6 3, 6 4, 6 5, 6 6, 6
2 1
36
1 36
6 1
3 0 2 36
= 6
1 1
4 2
36
= 1
18
3 P(1,1) = 36
, P(6,6) = 36
, so no better chance
1
5 13
36
= 0.36 4 6
11
6 2
36
= 1
18
5 36
– better chance than on one dice, which is
1 6
6
or 36
Check your explanation with your teacher.

Mini-projects
Check it
Activity C1
2 1
1 6
= 3
1
2 4
Check your sample space table with your teacher.

Adult Numeracy Programme

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Read and write

numbers in words Order and

Calculate with ratio and

Estimate and round

Calculate mean, Sort and classify

Recognise, name and

Use scale drawings Use positional

These are the skills you will practise in this unit.

Words and numbers At the office numbers are

Do you ever need to write down a house or flat number or a telephone

Here are the numbers I often have to use at the office.

The office telephone extensions

When someone leaves a message

Practise writing these telephone extension numbers in figures.

e.g. three eight one nine 3 8 1 9

1 four one two six 4

2 five eight three nine ........................................................................

3 seven six two five ........................................................................

4 four nine three zero ........................................................................

5 two four six eight ........................................................................

Which telephone numbers are important to you?

Have you used a telephone with a keypad?

Page 2 Unit 1 E1 NUMERACY

Use a calculator to practise keying in different numbers. Work with another

Remember to clear the display after each telephone number.

1 490 2351 2 268 4129

3 847 3628 4 543 9121

5 266 4589 6 392 4167

7 974 1212 8 403 8665

Perhaps you’ve seen them on a clock, or on the volumes of books.

If I want the fifth floor, I push the button marked V.

For the tenth floor I push the button marked X.

II V VII III I IV VI VIII IX X

Do you need more practice in working with numbers up to 10? Yes ■ No ■

e.g. The directors are on the ninth floor.

1 Advertising is on the ....................................................................... floor.

2 The nursery is on the ....................................................................... floor.

3 Security is on the ....................................................................... floor.

4 Finance is on the ....................................................................... floor.

5 The restaurant is on the ....................................................................... floor.

e.g. I want the third floor. 1 2 3 4

1 I want the second floor. 1 2 3 4

2 I want the third floor. 3 4 5 6

3 I want the tenth floor. 7 8 9 10

4 I want the fifth floor. 3 4 5 6

Sometimes at the office I help with the filing. I

Why is order important?

What things have you noticed that are numbered in order?

● 5 is less than 10.

Do you need more practice in ordering and comparing numbers? Yes ■ No ■

This work links to mini-projects M1 and M2 (page 16).

How many reams?

The sign = means equals or is equal to

1 Green paper reams 2 Yellow paper reams

3 White paper reams 4 Pink paper reams

5 Cream paper reams 6 Red paper reams

2 Work with another person. Your teacher will give

3 Look at the cards and match up the pairs

You could say 3 add 7

Make a list on a piece of paper.

the sum of the sum of

7 plus 3 2 plus 8 7 add 3

Take turns. Ask your teacher to check your work.