Workbook Answers: Unit 1 The Number System

CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE
Workbook answers
Unit 1 The number system
Exercise 1.1 Challenge
12 To multiply by 100, you move each digit
Focus two places to the left. If you multiply a
6 7 whole number by 100, this has the effect of
1 +
10 100 adding two zeros but this does not work for
2 5 thousandths all numbers, for example, 1.5 × 100 does not
equal 1.500.
3 A: 5607 tenths + 9 thousandths, C: 56 + 0.79
13 0.007
4 3.7 0.034
14 Anton: 4.5, Ben: 0.045, Kasinda: 45 and
Anya: 0.45
÷ 10 ÷ 10 ÷ 1000 × 10
15 Leila has made the number 51.111. If she had
put all her counters in the tens column, she
37 × 100 0.37 34 × 100 0.34 would have made the number 90.
90 > 51.111
0.98
Exercise 1.2
× 10 × 100
Focus
0.098 ÷ 1000 98 1 rounds to
5 91.969 = 90 + 1 + 0.9 + 0.06 + 0.009 8.3
8.52
6 0.645 8.4
Practice 8.5
8.77
7 5 tenths, 6 thousandths, 7 ones 8.6
8 a 560 b 880 c 412.8
8.7
d 0.67 e 1.91 f 0.63 8.35
8.8
9 D
2 10.35, 9.55, 10.05, 9.5
10
in out
3 a 7.8 b 8
1.5 1500
0.937 937 4 Number Number Number
rounded to rounded to
16.24 16 240
the nearest the nearest
0.49 490 tenth whole number
0.07 70 3.78 3.8 4
11 −24.976 4.45 4.5 4
3.55 3.6 4
4.04 4.0 4
1 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
Practice b add 7
5 100.45 c multiply by 7
d 175
6 19.42
2 4, 4.3, 4.6, 4.9, 5.2
7 1.45 and 3.45
3 a
1.8, 1.9
8 10.49
1
b 3, 3
Challenge 2
c −1.5, −1.8
9 3.34
4 a
multiply by 9
10 JULY
b 90
11 16.51 rounded to the nearest whole number
is 17. 5 a
17.49 rounded to the nearest whole number Position 1 2 5 10 100

is 17. Term 100 200 500 1000 10 000
Both answers are 17. b multiply by 100
16.51 rounded to the nearest tenth is 16.5.
Practice
17.49 rounded to the nearest tenth is 17.5.
6 a
First six terms: 7, 14, 21, 28, 35, 42
The difference between 17.5 and 16.5 is 1 so
Position-to-term rule: multiply by 7
Stefan is correct.
50th term: 350
12
b First six terms: 11, 22, 33, 44, 55, 66
10.5 litres 9459 7.65 litres 9.91 litres 11 011
millilitres millilitres Position-to-term rule: multiply by 11
50th term: 550
7 a
0.9
8 litres 9 litres 10 litres 11 litres
b −1.6
8 a
9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99
b multiply by 9
10 400 8.82 litres 8100 11.1 litres 9.49 litres
millilitres millilitres c 540
9 3.35, 3.38, 3.41
2 4 1 3
10 1, 1 , 1 , 2 , 2
Unit 2 Numbers and
5 5 5 5
Challenge
sequences 11 a
42 42.15 42.3 42.45 42.6
b 43.35
Exercise 2.1
12 Position Term
Focus 1 6
1 a Position 1 2 3 4 2 12
Term 7 14 21 28 5 30
6 36
12 72
13 a
18, 26, 34 10
b add 8 square cube
c No numbers numbers
1
1 × 8 does not equal 10 or the terms in the 8
9
sequence are not multiples of 8. 64
27
1 3 1
14 1 and −6 and −8 25
2 4 4
10 50
Exercise 2.2
Challenge
Focus
11 49 and 81
1 a
1 b 125
12 13 and 43 (1 and 64)
c 81 d 1
13 64
2 34
16 is 42. 42 × 4 = 64
3 84
14 23 32 52 33 (8, 9, 25, 27)
4 6 × 6, 6 + 6 + 6 + 6 + 6 + 6
15 square numbers: 4 and 36
5 64
cube numbers: 8 and 27
Practice
6 2 Exercise 2.3
7 a
1 b 125 Focus
c 27 d 64 1 a

They are all cube numbers (1 × 1 = 1 = 1,
2 3
1 2 3 4 5 6 7 8 9 10
5 × 52 = 53 = 125, 3 × 32 = 33 = 27, 42 × 4 = 43 = 64).
11 12 13 14 15 16 17 18 19 20
8 a
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
4
41 42 43 44 45 46 47 48 49 50
b Shape 1 2 3 4 5 51 52 53 54 55 56 57 58 59 60
Number of bricks 1 4 9 16 25
61 62 63 64 65 66 67 68 69 70
c 100 bricks. The sequence is square 71 72 73 74 75 76 77 78 79 80

numbers and 102 is 100.
81 82 83 84 85 86 87 88 89 90
9 Not a cube
Cube number 91 92 93 94 95 96 97 98 99 100
number
Learners’
Even number 8 or 64 own b 45, 90
answers 2 28
Learners’
Not an even 3 a
1 and 2
1 or 27 own
number
answers b 1, 2 and 4
4 1, 2 and 5
Practice
5
Unit 3 Averages
multiple of 7 not a multiple of 7
multiple 28 56 12 48 Exercise 3.1
of 2
not a 35 63 55 47 Focus
multiple of 2
1 a 7 + 3 + 2 = 12
6 1, 2 and 3 12 ÷ 3 = 4
The mean is 4.
7
b 10 + 4 + 7 + 4 + 5 = 30
multiples of 2
30 ÷ 5 = 6
The mean is 6.
multiples of 4 10
2 a 11
− 2 = 9 kg b 150 − 103 = 47 g
12 8
3 The range is 5. – 2, 6, 4, 7, 4
The mode is 5. – 5, 6, 5, 7, 8
11
The median is 5. – 5, 3, 4, 9, 8
9 The mean is 5. – 5, 6, 1, 6, 7
Practice
8 a
18 and 45 4 a Jenny: 11, Carrie: 10
b 18 and 36 b Jenny: 16, Carrie: 12
Challenge c Jenny’s mean score was higher, but her
scores were less consistent.
9
Carrie’s range is lower, so her scores were
factors of factors of less spread out. Carrie’s mean score was
30 6 24 lower than Jenny’s.
1
4 5 a Erik: 6, Halima: 7
5 2
8 b Erik: 3, Halima: 7
3
7 c Learners’ own answers. For example,
9 Halima practised for longer over the week
than Erik. Erik’s daily practice time was
more consistent than Halima’s.
The numbers in the shaded area are factors of
30 and 24. 6 More than one solution, for example:
10 20 minutes a 14, 15, 16, 16, 17, 18
b 14, 16, 17, 18, 18, 19
11 Hassan is correct. 7 is a common factor of 49
and 56. c 14, 15, 15, 17, 17, 18
12 Multiples of 8: 8, 16, 24 Challenge
Multiples of 6: 6, 12, 18, 24 7 a 2 b 9 c 14
24 cakes can be bought in 3 packs. d 33 e 58
8 More than one possible solution. For example:
The five heights could be: 119 cm, 131 cm,
132 cm, 135 cm, 135 cm
The five weights could be: 25 kg, 33 kg, 33 kg,
40 kg, 41 kg
The five ages could be: 10 years & 10 months, 9 2000 + 1475 and 2005 + 1470
10 years & 10 months, 11 years & 5 months,
11 years & 6 months, 11 years & 8 months Challenge
9 a Runner 1: mean 11.4 seconds, 10 10 431
range 2.3 seconds
11 79 999 − 19 999 = 80 000 − 20 000 = 60 000 or she
Runner 2: mean 11.5 seconds, could visualise the calculation written down to
range 2.2 seconds give zero in the thousands, hundreds, tens and
b Runner 1 could argue that they are the ones columns and then (7 − 1) ten thousands.
better runner because their average time The answer to the calculation is 60 000.
is lower than Runner 2. They have also 12 −7 + 3 = −4
recorded times under 11 seconds three
times, whilst Runner 2 has only run under −5 − −3 = −8
11 seconds twice. 13 a
2012
c Runner 2 could argue that they are the b 1986
better runner because their times have a
smaller range so they are more consistent. 14 −5 or 1
Also, their fastest time and slowest time
are both lower than Runner 1. Exercise 4.2
Focus
Unit 4 Addition and 1 a
9 b 2 c 1
subtraction (1) 2 a
m 15 12 11 26 21

n 5 2 1 16 11
Exercise 4.1
b m – n = 10 or equivalent
Focus 3 a
x 7 19 11 5 14
1 3 °C
y 16 4 12 18 9
2 a
−18 b −18
b x + y = 23
3 a
8 b 2 c 4
d 8 e 5 f 2 Practice
4 a = 40 °
Practice
5 Any three from:
4 about 30 000
Answers may vary according to how learners x = 0 and y = 7 x = 4 and y = 3
round the numbers. x = 1 and y = 6 x = 5 and y = 2
5 3 927 000 x = 2 and y = 5 x = 6 and y = 1
6 a
−9 °C b −21 °C x = 3 and y = 4 x = 7 and y = 0
7 16 °C
8
City Difference in temperature from London Temperature (°C)
London –1
Moscow 24 degrees colder –25
New York 10 degrees colder –11
Oslo 13 degrees colder –14
Rio de Janeiro 27 degrees warmer 26
6 b False. Example justification: We are told

x 5 10 15 20 25 30 35 40 45
the shape is a kite, so opposite sides are
y 45 40 35 30 25 20 15 10 5 not parallel.
c True. Example justification: We know
h and d are parallel because h and b
Challenge are parallel, and b is parallel to d. The
7 b = 8 cm angle between e and h is x, and the
angle between a and d is x, so d must be
8 a = 5 cm and b = 4 cm parallel to h.
9 a 17 b 17 d True. Example justification: We know
h and d are parallel because h and b are
c same question but a different
parallel. The angle between e and h is x,
representation
and the angle between a and d is x, so a
must be parallel to e.
Unit 5 2D shapes 7 a Learners’ own diagrams. For example:
Exercise 5.1
Focus
1 a rectangle b Learners’ own diagrams
b rhombus c Yes
c isosceles trapezium Challenge
d trapezium
8 a They both have two pairs of parallel
e square sides and two pairs of equal sides. Their
f kite diagonals bisect each other.
g parallelogram b The diagonals of the kite meet at 90 °, but
those in the isosceles trapezium do not.
2 a It has 2 pairs of equal sides.
A kite has one pair of equal angles; the
b It has 1 pair of equal angles. isosceles trapezium has two pairs. A kite
c The longer diagonal bisects the shorter has two pairs of equal sides; the isosceles
diagonal at 90 °. trapezium has one pair. A kite has no
parallel sides; the isosceles trapezium has
d It has 1 line of symmetry. one pair.
3 a It has 4 equal sides. 9 a square: H
b It has 2 pairs of equal angles. b rectangle: J
c It has 2 pairs of parallel sides. c rhombus: I
d The diagonals bisect each other at 90 °. d parallelogram: K
e It has 2 lines of symmetry. e kite: G
f isosceles trapezium: L
Practice
10 a Yes, all the sides are 3 squares long and
4 a trapezium b rectangle the angle between all the sides is 90 °.
5 Two pairs of parallel sides, two pairs of equal b (1, 4) and (7, 10)
sides, two pairs of equal angles. None of the c Two out of: (8, 3), (9, 2) or (10, 1)
angles is 90 °. The diagonals bisect each other.
6 a True. Example justification: We are told
the shape is a rhombus, so opposite sides
are parallel.
Exercise 5.2 9 a Learners’ own answers. For example: If

you do not guess the centre of the square
Focus very well, your circle will not be accurate
and you will have to keep rubbing it out
1 She has the circumference and the centre the and trying again.
wrong way round. She also has the diameter
b Learners’ own answers. For example:
and the radius the wrong way round.
Draw the diagonals onto the square and
2 a radius = 2 cm use the point where they cross as the
b radius = 15 mm centre of the circle.
3 Learners’ accurate drawings of circles with Exercise 5.3

a radius of:
a 3 cm b 40 mm Focus
1 a order 2 b order 2 c order 1
Practice
d order 4 e order 3 f order 4
4 a circumference b diameter
c radius 2 a iii b iv c i d ii
5 Learners’ accurate drawings of circles with 3 a

a radius of:
a 3.7 cm b 52 mm
6 a true b false
c true d true b order 1
7 a, b L
earners’ accurate drawing of a circle
with a radius of 4.2 cm drawings
Practice
4 a rotational symmetry order 2
Challenge b rotational symmetry order 2
8 a, b L
earners’ accurate drawings of circles with c rotational symmetry order 1
radius 7 cm, labelled A, and radius 5 cm,
labelled B. For example: d rotational symmetry order 3
5 a rotational symmetry order 2
A B
b rotational symmetry order 1
or c rotational symmetry order 3
A 6 a rotational symmetry order 3

B
b rotational symmetry order 1
c 2 cm c rotational symmetry order 4
d The difference between the centres is the
Challenge
difference between the two radii.
7 Number of lines of
e Learners’ own drawings. The difference
between the centres is the difference symmetry
between the two radii. 0 1 2 3 4
f The distance between the centres of two 1 D
circles that touch inside is the same as the Order of 2 F E
difference between the two radii. rotational
symmetry 3 C
4 B A
8 a
b 9 Two of the following:
c There are quite a few different options.

Some examples are:
Unit 6 Fractions and

percentages
Exercise 6.1
Focus
5 4
1 a b
8 3
8 7
c d
7 10
2 a Learners’ own answers showing the

division of each circle into five equal
2
pieces. Each child gets of a pizza.
5
b Learners’ own answers showing the

division of each circle into two pieces.
5
Each child gets pizzas.
2
3 24
1 2 a 60 b 9 cm
4 of $40 is better
4
c $4 d 17 kg
1 1
of $18 = $9 and of $40 = $10 3 Amount
2 4
Practice 10
50% of 40
5 start
12
5 48 7 63 5 14
2
of 16 3
of 9 2
of 22
10% of 120
16
40 27 55
18
5 6 7 100% of 16 20
3
of 18 6 5
of 15 24 4
of 16
Practice
30 90 28
4 a 8 b 4 c 12
5 60%
7 4
6
of 12 14 3
of 15 20 end
6 a
clockwise from 80: 16 20 40 60 8
b clockwise from 6: 30 45 18 60 3
6 Carlos reads more pages. 7 150 g
1 3

3
of 15 = 5 and of 8 = 6
4 Challenge
7 8 57 kg
1 3 5 7 9 11
Fraction 4 4 4 4 4 4 9 64
10 20 children
Amount 9 27 45 63 81 99
Exercise 6.3
4 3
8 of 24 = 32 of 24 = 36
3 2 Focus
8 7 1 2 3
of 24 = 64 of 24 = 84 1 a b c
3 2 2 5 4
1
Challenge 2
4
3 4 3 $0.47 74 cents $4.07 $4.70 $7.40
9 of 32 = 24 and of 18 = 24 so they are equal
4 3
25
4 and 0.25
10 a 27 b 81 100
2 5
11 and Practice
3 4
1 2 4
5 a 13 b 5 c 10
Exercise 6.2 5 5 5
6 70% > 0.65 60% > 0.06
Focus 1 1
25% = 23% >
1 $0 $20 $40 $60 $80 $100 4 5
$120 $140 $160 $180 4 2
0.7 < 0.3 <
5 5
3
7 a false ( is equal to 60%) Practice
5
4 12 cm2, 17.5 cm2, 8 cm2
b true
9 5 a and e circled
c false ( is equal to 90%)
10
6 3 m
6
8 and 70%
8 Challenge
Challenge 7 Learners’ own drawings of right-angled
triangles with an area of 6 cm2. Check the
70
9 70% = triangle by drawing a 1 × 12 cm, 2 × 6 cm or
100
3 × 4 cm rectangle around it, using the two

70
>
70
; the smaller denominator makes sides at the right angle. The diagonal should
80 100 be the longest side of the triangle.
larger parts, so Omar has the higher score.
8 Chata would need 8.33 pots to cover 75 tiles,
Note: When fractions have the same so he would need to buy 9 pots.
numerator, the larger fraction is the one with
the smaller denominator. 9 a 36 cm2 b 4 cm2 c 20 cm2
4 13
10 0.82 75% 0.7
5 20 Exercise 7.2
10 2 16 4
11
15
and
3 20
and
5
Focus
1 1
1 a 2 minutes and 0 seconds
12 1.2 1.3 1 1
4 5 b 2 minutes and 30 seconds
c 3 minutes and 15 seconds
Unit 7 Exploring d 3 minutes and 45 seconds

2 2 hours and 45 minutes – 2.75 hours
measures 1 hour and 15 minutes – 1.25 hours
Exercise 7.1 4 days and 12 hours – 4.5 days

4 hours and 30 minutes – 4.5 hours
Focus
1 day and 6 hours – 1.25 days
1 28 m2, 24 cm2, 81 km2
2 minutes and 45 seconds – 2.75 minutes
2
5 minutes and 30 seconds – 5.5 minutes
5 hours and 30 minutes – 5.5 hours
Practice
3 a 12 minutes b 42 minutes
c 27 minutes d 57 minutes
3 a 12 cm2
4 a January or August, because they are the
b 6 cm2 only months that have 31 days and follow
c The triangle is half the size of the a month that has 31 days.
rectangle because it is made by cutting the b Friday 18th August 2045
rectangle in half. Dividing by 2 is the same
as finding half. c i 32 years, 1 month and 7 days
ii 39 years, 4 months and 16 days
iii 70 years, 0 months and 22 days
iv 72 years, 10 months and 0 days 8 a

40.493
v 78 years, 10 months and 19 days
16.57 23.923
Challenge
5 5.87 10.7 13.223
Destination Departure time
Copenhagen 11:48 1.07 4.8 5.9 7.323
Vienna 12:18
Brussels 12:58 b
34.783
Barcelona 13:23
Warsaw 13:53 21.44 13.343
Venice 14:28 11.72 9.72 3.623
6 Learners’ own answers. 5.6 6.12 3.6 0.023
Unit 8 Addition and Challenge

9 a
Complete calculation is:
subtraction (2) 9.37 − 5.687 = 3.683
b Complete calculation is:
Exercise 8.1 3.467 + 7.89 = 11.357
10 Learners’ own answers. Any three decimals
Focus that satisfy the criteria, for example:
1 0.14 + 0.239 + 0.621
2 1 + 0.9 + 0.10
11
2.9 kg 0.27 kg 3.8 kg 5.5 kg 4.8 kg 0.49 kg
1.35 1 + 0.3 + 0.05
–
0 + 0.6 + 0.05 = $ 0.65
4.1 kg 1.19 kg 1.2 kg 8.7 kg 5.99 kg 7.7 kg
2 3.7 kg
3 a
19.6 b 2.638
4 0.003 + 0.007 = 0.01
0.34 kg 2.7 kg 4.9 kg 1.4 kg 0.92 kg 0.86 kg
0.004 + 0.006 = 0.01
Practice Exercise 8.2

5 a
$56.75 b $3.25
Focus
6 0.26 metres 1
1
12
7 349.05 + 71.6
21 1 11 31 7
200 2 a = 1 b c = 1
20 20 12 24 24
340.1 – 124.26
1 1 2
300 3 a b c
10 12 15
234.81 + 81.4
400
470.08 – 45.12
4 Answer less Answer Answer b The third bag does not belong to either of
than 1 equal to 1 more than 1 the children.
B C A D The probability of taking a prism from

the bag is 3 out of 4.
Practice The probability of taking a 3D shape
from the bag is 4 out of 4.
5
The probability of taking a pyramid from
11
12 the bag is 1 out of 4.
2 a Three cards with triangles circled.
1 2 b The following statements should have an
4 3 X next to them:
Taking a card with a square symbol.
1 1 6 1 Taking a card with a value greater than 4.
12 6 12 or 2
3 Learners’ own answers.
Answers are dependent on learners’
6 Chata has added the numerators together and environment, etc. Could include height the
added the denominators together. He should paper was dropped from or air circulation.
use his knowledge of equivalent fractions to
find fractions with a common denominator. Learners’ own variations on the experiments.
Correct answer: Learners’ own answers.

3 3 24 15 39 4 Rex.
+ = + =
5 8 40 40 40
There is a 1 in 4 chance of taking a ‘3’ from
27 7
7 (1 ) hour (or 1 hour 21 minutes) Rex and a 1 in 5 chance of taking a ‘3’ from
20 20
1 1
Nina. A (25%) chance is greater than a
4 4 5
8
15 (20%) chance.
Challenge Practice
9 3 5 Many solutions. The net must have:
9 • one or two negative numbers
10
40
41 5
• no multiples of 3
11 = 3 hours (or 3 hours 25 minutes)
12 12 • exactly three numbers greater than 5
1 1 3 1
12 + and + are both possible answers • at least four numbers that are even.
5 2 5 10
6 Yes, Kapil is correct.
Unit 9 Probability Learners’ own explanations, for example:

Two events are mutually exclusive when they
cannot happen at the same time.
Exercise 9.1 7 a 1 out of 5
Focus b 10
1 a Sofia’s first bag is bag 4. Sofia’s second c Learners’ own answers depending
bag is bag 1. on results
Marcus’s first bag is bag 2. Marcus’s d The number of 2s spun should get
1
second bag is bag 5. closer to .
5
e A larger number of trials means that the Practice

result gets closer to the probability.
2 Estimates may vary but it should be clear how
Challenge learners have arrived at the estimate.
a
Estimate: 2000 × 7 = 14 000
8 a 8
Answer: 10 822
b i 1 out of 8 ii 3 out of 8
b Estimate: 2000 × 8 = 16 000
iii 5 out of 8 iv 5 out of 8 Answer: 19 184
v 6 out of 8 (or 3 out of 4) c Estimate: 4000 × 6 = 24 000
Answer: 21 564
9 A
3 172 × 6 = 1032
B
C 4 The estimate is a good one because
3000 × 70 = 210 000.
D
E
5 15 × 90 or 90 × 15
6 10 × 1200 100 × 120 20 × 600 200 × 60
Learners’ own answers for Event E. 30 × 400 300 × 40
10 a Balls coloured: 4 red, 0 blue, 5 yellow, Challenge
10 purple and 1 green
7 Ella is correct.
b Learners’ own answers
Roz has forgotten to add in the 1 hundred that
c No, because each time a ball is selected,
has been carried on the line 29 280.
the outcome is random. As the experiment
continues, the pattern of outcomes may 8 243 793
become closer to the predictions.
9 20 676 km
10 Apollo took the most money.
Unit 10 Multiplication Apollo: 2108 × $45 = $94 860
and division (1) Lif: 1935 × $39 = $75 465

Legend: 2245 × $42 = $94 290
Exercise 10.1 Mani: 1649 × $47 = $77 503
Focus Exercise 10.2

1 1 2 3 Focus
1 5 3 9 7 2
4 1 93
4 4 2 2 4
2 $38
5 6
4 5 1 8 1
3 83 weeks
7 8
4 4 1 2 6 5 4 124 t-shirts
9 10
2 9 2 8 0 Practice
11 12 5 a
3 b 4
1 5 6 8 5 1 2
13 6 78
6 6 2 8 4
7 50 people
14 15
1 5 4 8 5 4 8 15 packs
Challenge Challenge
9 Leanne is correct. Carrie has decomposed 24 7 Yes. Multiples of 6 must be even and a
instead of finding the factors of 24. number ending in 3 is odd.
10 9 and 5 (942 ÷ 4 = 235 r2) 8 Many possible answers including 171
(divisible by 3), 522 (divisible by 6) and 117
11 a
592 ÷ 4 = 148 b 389 ÷ 5 = 77 r4 (divisible by 9).
c 476 ÷ 3 = 158 r2
9 a
Any 5-digit numbers that satisfy
the criteria.
Exercise 10.3
b All numbers that are divisible by 9 are
Focus also divisible by 3.
1 4563 and 234 567 because the sum of the digits

is divisible by 3
Unit 11 3D shapes
2 a
7023 or 7323 or 7623 or 7923
b 50127 or 50157 or 50187 Exercise 11.1
3 divisible by 9 not divisible Focus
by 9
1 a This compound shape is made from a
2322 2348
even cuboid and a cube. (Note: names of
321 426 723 142 shapes can be written in any order.)
770 679 4867 b This compound shape is made from two
not even cuboids.
2331 126 147
c This compound shape is made from a
cube and a (square-based) pyramid.
Practice (Note: names of shapes can be written in
any order.)
4 C
2 A and ii, B and iv, C and i, D and iii.
5
3 6 9 3 a 2 b 1 c 3
21 471 ✓ Practice
4 a a cuboid and a square-based pyramid
482 211 ✓ ✓
b a cube and a triangular prism
152 214 ✓ ✓ 5 Learners’ own answers. For example:
a three different cuboids
6
divisible divisible
by 6 by 9
divisible
204 324 189 by 3
159
222 b two identical cones
146
c two identical pyramids a
6 Learners’ own answers. For example:

a A triangular prism has five faces. Two of b
the faces are triangles and three of the
faces are rectangles.
b A hexagonal prism has eight faces. Two of

the faces are hexagons and six of the faces
are rectangles.
10 a 5 b 12 c 23
11 Learners’ sketches of two different cuboids
with a total number of 36 unit cubes each
7 Learners’ own answers. For example: Cuboids could be: 36 × 1 × 1, 18 × 2 × 1,
For shape a, calculate the area of the 12 × 3 × 1, 9 × 4 × 1, 9 × 2 × 2, 6 × 6 × 1, 6 × 3 × 2,
two triangles and add to the area of the 4 × 3 × 3
three rectangles. (These are all the possible answers.)
For shape b, calculate the area of the
two hexagons and add to the area of the
six rectangles.
8 a 5 b 8 c 14
Challenge
For example: 3
Capacity less Volume less

than 500 ml E than 100 ml
B
A
F
D
G
C
H
4 millilitres litres and millilitres litres

4100 ml 4 l 100 ml 4.1 l
1500 ml 1 l 500 ml 1.5 l
3600 ml 3 l 600 ml 3.6 l
2500 ml 2 l 500 ml 2.5 l
400 ml 0 l 400 ml 0.4 l
9600 ml 9 l 600 ml 9.6 l
5 a 125 ml b 360 ml c 2.8 litres
Practice
6 a Sofia is correct. Learners’ own answers.
For example: Each increment is worth
2 ml. The water is four increments above
70 ml, so it is at 70 ml + 4 × 2 ml = 78 ml.
b Learners’ own answers. For example:
Zara has noticed that the water is one
increment down from 80 ml, but she has
said that one increment = 1 ml not 2 ml.
Exercise 11.2 c 22 ml
7 a Capacity: 200 ml Volume: 140 ml
Focus
b Capacity: 4 litres Volume: 2.25 litres
1 a i 500 ml ii 200 ml
c Capacity: 800 ml Volume: 550 ml
b i 100 ml ii 90 ml
8 a 60 ml b 1.75 litres c 250 ml
c i 5000 ml ii 4000 ml
9 a 12.5 litres
2 a capacity: 2 litres, volume: 1.25 litres
b A 2500 ml
b capacity: 200 ml, volume: 160 ml
B estimate approximately 1250 ml
c capacity: 1 litre, volume: 0.6 litres
C estimate between 100 ml and 300 ml
d capacity: 1600 ml, volume: 700 ml
D estimate between 2250 ml and 2450 ml
e capacity: 1.2 litres, volume: 0.9 litres
E estimate between 550 ml and 750 ml
Challenge
10 Yes. Learners’ own answers. For example:
Unit 12 Ratio and
There is 1350 ml in the first jug and 1750 ml in
the second jug. This gives a total of 3100 ml
proportion
which is 3 litres and 100 ml. He needs 3 litres
of water, so he has 100 ml too much, so he Exercise 12.1
has enough.
Focus
11 18 litres
1 a
1:4 b 2 : 1
c 1:2
a Fill cup B. From the water in cup B, fill
cup C. There will be 40 ml left in cup B. 2 a
1:5 b 3 : 7
b Fill cup A. From the water in cup A, fill c 4:3 d 4 : 1
cup D. There will be 180 ml left in cup A.
3 a
6 b 10
c Fill cup A. From the water in cup A, fill
c 20
cup B. There will be 80 ml left in cup A.
d Fill cup B. From the water in cup B, fill Practice
cup D. There will be 100 ml left in cup B.
4 a
4:1 b 1 : 4
e Fill cup A. From the water in cup A, fill
cups B and D. There will be 20 ml left in Remember: units should not appear in
cup A. these answers.
13 The volume of the liquid is not always less 5 8 cans

than the capacity of the container because 6 20 chocolates
the volume of the liquid can be equal to the
capacity of the container when it is full. 7 12 teachers
or 8 a 30 cartons b 15 bananas
The volume of liquid inside a container will
usually be equal to or less than the capacity Challenge
of the container, but, as the capacity of 9 16 oranges
a container is how much the container
can sensibly and safely contain, it is often 10 a
G
possible to force more volume into it than the b 2 in every 10 shapes are triangles
capacity given.
11 18 and 98
14 Fill the 4 litre from the 7 litre.
12 25 cm
Fill the 3 litre from the 4 litre.
Pour the 3 litre back into the 7 litre. Exercise 12.2
There are now 6 litres in the 7 litre container
and 1 litre in the 4 litre container. Focus
Pour the contents of the 4 litre into the 3 litre. 1 Number of items 1 2 3 4
Cost in $ 5 10 15 20
There are now 2 litres in the 7 litre container, 1
2 a
240 bottles b 2 hours
2
2 litres in the 4 litre container and 3 litres in
the 3 litre container. 3 9 cm
Practice
4 a
45 cm b 6 cm
5 50 g flour, 1 egg, 150 ml milk b Learners’ own answers. For example:
The angles should add up to 360 °
6 Learners’ own answers. For example: He can because they complete a full turn.
draw A, C and D because the sides are in the 36 ° + 108 ° + 216 ° = 360 °
ratio 1 : 2 but he cannot draw B as the sides
108
are in the ratio 1 : 4. c 3 × 36 ° = 108 ° or = 36
3
7 a
500 g b 4 kg d i 2 ii 6
Challenge 9 a Triangle 1
8 A: 6 and 16 a = 50 ° d = 310 ° a + d = 360 °
B: 10, 30 and 80 b = 90 ° e = 270 ° b + e = 360 °
C: 20, 60 and 160
c = 40 ° f = 320 ° c + f = 360 °
9 a
140 ml cream a + b + c d + e + f a + b + c +
b 600 ml milk = 180 ° = 900 ° d + e + f = 1080 °
10 a
A: 100 ml B: 90 ml C: 50 ml D: 70 ml Triangle 2
1
b g = 63 ° j = 297 ° g + j = 360 °
8
h = 75 ° k = 285 ° h + k = 360 °
i = 42 ° l = 318 ° i + l = 360 °
Unit 13 Angles g + h + i j + k + l g + h + i +
= 180 ° = 900 ° j + k + l = 1080 °
Exercise 13.1
b Learners’ own answers. For example: The
Focus angles in the triangles add up to 180 ° and
the angles outside the triangles add up to
1 a = 30 ° b = 55 ° c = 78 ° 900 °. The total of all the angles is 1080 °.
2 d = 110 ° e = 170 ° f = 142 ° c Learners’ own answers. For example: Yes,
because each pair of angles at a corner of
3 g = 210 ° h = 270 ° i = 340 ° the triangle add up to a full turn (360 °)
and all the angles add up to three full
Practice turns which is 3 × 360 ° = 1080 °.
4 Estimates: Learners’ own answers.
Accurate measurements: Exercise 13.2
x = 38 ° y = 152 ° z = 327 °
Focus
5 Learners’ accurate drawings of the
following angles: 1 a 80 ° + 40 ° = 120 °
a 10 ° b 165 ° 180 ° − 120 ° = 60 °
c 230 ° d 330 ° x = 60 °
b 65 ° + 45 ° = 110 °
6 a x = 127 ° y = 53 °
180 ° − 110 ° = 70 °
b 127 ° + 53 ° = 180 ° (or 180 ° − 127 ° = 53 °,
or 180 ° − 53 ° = 127 °) x = 70 °
2 a 90 ° + 30 ° = 120 °
Challenge
180 ° − 120 ° = 60 °
7 No. Learners’ own answers. For example:
x = 37 ° which is OK for the ramp, but y = 15 ° y = 60 °
which is more than it should be. b 90 ° + 35 ° = 125 °
8 a a = 36 ° b = 108 ° c = 216 ° 180 ° − 125 ° = 55 °
y = 55 °
3 a 30 ° × 2 = 60 °
180 ° − 60 ° = 120 °
Unit 14 Multiplication
z = 120 ° and division (2)
b 180 ° − 80 °= 100 °
100 ° ÷ 2 = 50 ° Exercise 14.1
y = 50 °
Focus
Practice 1 Addition: + + + =
3 3 3 3 12 4
(or 1 or 1 )
1
8 8 8 8 8 8 2
4 a m = 76 ° b n = 25 ° 3 12 4 1
Multiplication: × 4 = (or 1 or 1 ) or
8 8 8 2
5 a Learners’ own answers. For example:
He has not used the lines on the triangle 3 12 4 1
4 × = (or 1 or 1 )
correctly that show which sides (and so 8 8 8 2
which angles) are equal. He has said that 2 3
2 a b
a = 62 ° and it should be b = 62 °. 9 20
b a = 56 °, b = 62 ° 3 a
4 b 15
6 Yes. Learners’ own answers. For example: 4 4
4 ÷ 3 =
180 ° − 115 ° = 65 ° and 65 ° ÷ 2 = 32.5 °. 5 15
So m = 32.5 °, which is greater than 30 °, so the
swing is safe. Practice
7 3
Challenge 5 a b
27 28
7 a 6 3 boxes
x 40 ° 30 ° 55 ° 18 ° 24 ° 29 ° 7 a
y 50 ° 60 ° 35 ° 72 ° 66 ° 61 ° 1 3 5 7
× 8 8 8 8
b 40 ° + 50 ° = 90 °, 30 ° + 60 ° = 90 °
55 ° + 35 ° = 90 °, 18 ° + 72 ° = 90 ° 3 9 1 15 7 21 5
3 = 1 = 1 = 2
8 8 8 8 8 8 8
24 ° + 66 ° = 90 °, 29 ° + 61 ° = 90 °
c Learners’ own answers. For example: In a 4 1 12 1 20 1 28 1
4 = = 1 = 2 = 3
8 2 8 2 8 2 8 2
right-angled triangle, one of the angles is
always 90 °. This leaves 180 ° − 90 ° = 90 ° 5 15 7 25 1 35 3
5 = 1 = 3 = 4
for the other two angles. So, the sum of x 8 8 8 8 8 8 8
and y is always 90 °.
d No. Learners’ own answers. For example: b Because 5 × 3 (eighths) = 3 × 5 (eighths)
the total of x and y must be 90 °, so one
3 5 15
of them can never be greater than 90 °. × 5 and × 3 =
8 8 8
8 No. Learners’ own answers. For example:
48 ° + 72 ° + 50 ° = 170 °. The total of the angles
in a triangle must be 180 °, so these three
angles cannot form a triangle.
9 a
d = 90 ° (largest angle), e = f = 45 °
5 15
(180 ° − 90 ° = 90 ° and 90 ° ÷ 2 = 45 °) 3× 8= 8
b d = 90 ° (largest angle), f = 30 °

(90 ° ÷ 3 = 30 °), e = 60 ° (2 × 30 ° = 60 °) 3
5× 8= 8
15
3
8 metre
20
Challenge 6 Learners’ own answers. For example:

16.25 × 8 = 130 is the only one with a whole
9 No. number answer. All other answers have
3 12 1 1 decimal place.
4 lots of = which is 1
8 8 2
7 a
509.3 b 903.9 c 833
8 $55.25
Challenge
9 $643.50
10 248.64
11 No. 18 × 0.3 = 5.4 which is bigger than 5
(5 tonnes is the maximum load).
12 Yes. 5.35 × 13 = 69.55 which is less than 75
(she would need 69.55 kg and she has 75 kg).
10 1 1 1 Exercise 14.3
Answer Answer Answer
6 3 12
B F E A C D Focus
1 a
4.8 b 3.2 c 4.3
2 3
11 a of 21 = 14 b of 24 = 18
3 4 2 START
2
c of 40 = 16
5
2 1 12.4 ÷ 4 3.1 17.1 ÷ 3 5.4 12.5 ÷ 5
12 ÷ 4 =
3 6
Exercise 14.2 4.1 5.7 5.5
Focus
1 a
144.6 b 72.8 c 204.5 30.6 ÷ 9 3.6 44.8 ÷ 8 5.6 36.4 ÷ 7
2 $23.25
3 $60.40 3.4 11.2 5.2
4 12.45 × 9 — answer more than 100

15.4 × 6 — answer less than 100 31.8 ÷ 6 5.2 17.4 ÷ 6 3.4 END
13.84 × 7 — answer less than 100

12.5 × 8 — answer equal to 100 3 $1.62
Practice 4 4.99 metres
5 × 6 4 7 Practice
0.56 3.36 2.24 3.92 5 Answer less Answer Answer
0.27 1.62 1.08 1.89 than 10 between more
0.69 4.14 2.76 4.83 10 and 20 than 20
76.32 ÷ 8 = 9.54 56.2 ÷ 5 = 61.2 ÷ 3 =
11.24 20.4
24.15 ÷ 7 = 3.45
6 16.4 b day 3
7 16.8 ÷ 7 = 2.4 is the odd one out. All the others c 13 umbrellas
have an answer of 2.6. d A dot plot that represents the data,
for example:
8 a
91.05 ÷ 15 = 6.07
b 73.44 ÷ 12 = 6.12 Dot plot showing how many umbrellas
a shop sold in one week later in the year
c 87.22 ÷ 14 = 6.23
d 78.52 ÷ 13 = 6.04 8
e 111.24 ÷ 18 = 6.18 7
Number of umbrellas
f 98.72 ÷ 16 = 6.17 6
6.18 (part e) is not on the grid. 6.15 is 5
not needed.
4
Challenge 3
9 Deal B because the cost for each bag is less. 2
Deal A: bags cost $5.08 ÷ 4 = $1.27 each 1
Deal B: bags cost $6.25 ÷ 5 = $1.25 each 0
0 1 2 3 4 5 6 7
10 5 Day
11 939.7 ÷ 9 = 93.3
e Learners’ own answers. For example:
Estimate 900 ÷ 9 = 100 so the answer to
In the first week 13 umbrellas were sold
939.7 ÷ 9 must be greater than 100.
but in the second week 37 umbrellas
12 37 (562.5 ÷ 15 = 37.5) were sold.
In the first week the highest number
of umbrellas were sold on day 3 but in
Unit 15 Data the second week the highest number of
umbrellas were sold on day 5.
Exercise 15.1 f Learners own answers. For example:
Maybe more umbrellas were sold in the
Focus second week because there was more rain.
1 a A dot plot that represents the data,

for example:
Dot plot showing how many
umbrellas a shop sold in one week
8
7
Number of umbrellas
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7
Day
2 Favourite flavour Frequency

0 children
Vanilla 1
Strawberry 1
Chocolate 1 1 child
Lemon 1
2 children
Favourite flavour Frequency
Vanilla 2
3 children
Strawberry 0
4 children
Chocolate 0
Lemon 2
c 70%
Favourite flavour Frequency d Learners’ own answers. For example: It is
Vanilla 0 easier to see the percentage of households
Strawberry 3 that have children in the waffle diagram
Chocolate 1 because the diagram is made up of 100
Lemon 0 squares and each square represents 1%.
4 Bar chart with the following columns:
Favourite flavour Frequency
Vanilla 4
– Strongly agree: 2 people
Strawberry 0 – Mostly agree: 11 people
Chocolate 0
– Mostly disagree: 4 people
Lemon 0
– Strongly disagree: 2 people
Practice – Don’t know: 1 person
3 a Both axes should have labels, with frequency
Number of 0 1 2 3 4
of people being on the vertical axis, and the
children in
graph should have a title.
household
Learners should write three true statements.
Frequency 3 2 3 1 1
For example: 6 people disagreed with
Percentage 30% 20% 30% 10% 10% the statement.
5 Learners’ own answers
b Charts showing the number of children
in each household along a street
Challenge
0 children
6 a Waffle diagram B. A greater proportion
1 child of people said that swimming was their
favourite activity.
2 children
b 22% c 80% d 10
3 children e Learners’ own answers. For example: In
both sets of data the least popular activity
4 children
is running.
f Learners’ own answers
g Learners’ own answers. This should
include any necessary equipment, a design
of a table for collecting the data, and
how they would represent their data in a
diagram, graph or chart.
7 The Tornadoes: A, D, E
The Hurricanes: B, C, F
Exercise 15.2 6 a, b
A scatter graph showing the heights and
Focus ages of 24 palm trees
12
1 Height (cm) Tally Total
10
125–less than 130 IIII 4
Height of tree (m)

130–less than 135 III 3 8
140–less than 145 IIII 5 6
145–less than 150 IIII IIII 9 4

2
A frequency diagram showing the heights
of a group of children 0
0 5 10 15 20 25 30
10 Age of tree (years)
8
Frequency
6 c Approximately 4 m (3.5 m to 4.5 m)

4 d An estimate of 20, 21 or 22 years
2
0 7 Learners’ own answers
125 130 135 140 145 150 155
Height (cm) Challenge
8 a The temperature dropped 3 °C.
2 a 100 cm (or 1 m)
b i 4 °C ii −2 °C
b 8 years old iii between 1 and 1.5 °C
c Estimate from 118 cm to 120 cm inclusive c A measurement was taken at 2 p.m. and
d Sofia stayed the same height between 4 p.m., but not at 3 p.m. The graph shows
10 and 11. The line on the graph does not the temperature at 3 p.m. as halfway
go up. between the temperatures at 2 p.m. and
4 p.m. because it is likely that this was the
3 a too low approximate temperature, but we do not
b too steep know if it was the precise temperature at
c wrong direction that time.
d A line graph showing the temperature
d just right over 24 hours
e not steep enough 22
Temperature (°C)
f too high 20
18
16
Practice 14
4 a 2 b 8 12
12 2 4 6 8 10 12 2 4 6 8 10 12
midnight noon midnight
c Tom could be correct, but we cannot tell Time
from the graphs.
Learners can use a different scale for the
There are 2 boys and 1 girl that are in the
y-axis.
heaviest group (between 50 kg and 55 kg).
We cannot tell from the graphs which of e Learners’ own answers. For example: The
the children has the greatest mass. graphs have a similar pattern; the line
goes up and then back down. The graphs
5 Learners’ own answers are different because the temperatures are
lower in the first graph.
f Learners’ own answers. For example: 3 start

The temperatures might have been
recorded in different places with different 3 × (14 – 6) 24 20 ÷ (2 + 3) 13 6 × (13 + 2)
climates or weather.
The temperatures might have been
recorded at different times of year. 36 4 25
g Learners’ own answers.
9 a A scatter graph showing the number
of days absent and the percentage 10 ÷ (8 – 3) 15 5 × (3 + 4) 35 24 ÷ (3 + 5)
scored on the exam
100
90
2 19 3
80
Percentage scored
70
60
50 9 × (18 – 9) 81 20 ÷ (7 – 3) 3 end
40
30
20
10
0 4 C is wrong as the answer should be 36.
0 1 2 3 4 5 6 7 8
Days absent
Practice
b Approximately 40% (between 35% 5 36 × 97 = 36 × (100 − 3)
and 45%)
= (36 × 100) − (36 × 3)
c The more days absent, the lower the
= 3600 − 108
percentage scored on the test.
= 3492
6 No. Mandy should do multiplication before
Unit 16 The laws of addition. The answer to the calculation is 94.

arithmetic Mandy could get the answer 130 by
adding brackets.
(4 + 9) × 5 × 2 = 130
Exercise 16.1
7 9
Focus 8 A is equivalent to 8 × 12
1 Calculation Answer B: 12 is wrongly decomposed as (1 + 2) instead
(12 – 3) × 8 18 of (10 + 2)
10 × 8 + 1 27 C: Correctly writes 12 as 10 + 2 but only

applies the multiplication by 8 to 10
6 × (5 – 2) 36
7 × (4 + 5) 45 D: Incorrectly writes 12 as the product of
10 and 2
6 × (3 + 6) 54
(9 – 4) × 9 63 It would also be acceptable if the learners
just demonstrated that the calculations do
(8 + 4) × 3 72 not equal 96.
(12 – 3) × 3 81
9 a
> b = c <
2 9 × 5
Challenge
10 a
4 b 2
c 5 d 3
11 a
(14 − 12) × 5 = 10 b 11 − (6 − 5) = 10 5 a, b
c 20 − (15 − 5) = 10 d 20 ÷ (4 − 2) = 10 y
5
12 a 5 b 3 c 3 E' F'
4
d 4 e 8 f 3
3
13 25 − (7 + 8) = 10 or 25 − (8 + 7) = 10
2
H' G'
14 a
5 × (2 + 6). You could have a slightly 1
different order, for example, (2 + 6) × 5.
b (5 + 3) ÷ 2 or 5 − (3 − 2) or 2 × (5 − 3) 0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
c 4 × (6 − 3). You could have a slightly E F
different order, for example, (6 − 3) × 4. –2
E''
15 25 × 4 × 3 + 7 –3
F''
G
= 100 × 3 + 7 –4 H
= 307 –5
H'' G''
or
(25 × 10) + (25 × 2) + 7 a E′ (−1, 4), F′ (3, 4), G′ (5, 2), H′ (1, 2)
= 250 + 50 + 7 b E′′ (−5, −3), F′′ (−1, −3), G′′ (1, −5)
= 307 H′′ (−3, −5)
6
y
Unit 17 Transformations 6
5
4
Exercise 17.1
3
Focus 2
A B
1
1 i C ii F iii A iv D
v B vi E
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
2 A (2, 1), B (4, −2), C (−5, −4), D (−1, 3)
–2
3 i C ii A iii B C
–3
–4
Practice
–5
4 P (−2, 1), Q (3, 1.5), R (4, −1), S (−1.5, −3) –6
Accept fractions instead of decimals.
a (−2, −2)
b Any two points (x, 1) such that 0 < x < 2,
for example, (1, 1), (1.5, 1)
c (2, −2), (6, −2)
d No. For example: If ABCD is a rectangle
then the angles between the sides that are
already there must be 90 ° and they aren’t.
Challenge d
7 a 2 squares left and 3 squares down.
Learners’ own explanations. For example:
Q to P is the opposite of P to Q.
b i Erin is incorrect. The single
translation 5 squares right and 4
squares up takes shape P to shape R
not 6 squares right and 4 squares up.
ii Learners’ own answers. For example:
The translation P to R = the translation 3 a B b C c A
P to Q + the translation Q to R.
8 (1, 7) and (5, 5) or (−3, −1) and (1, −3) or Practice
(0, 0) and (2, 4) 4 a
9 a C b A
c D d B
Exercise 17.2
Focus
1 a, c and d
2 a b
b c
c d
5 Jose’s answer is incorrect. He has translated iii

the shape not reflected it. His answer
should be:
A
Challenge
8 a
6 a
9 a i
ii
7 a i horizontal ii diagonal
iii vertical
b i
b i 4 ii 2
10 a, b, c A
ii B
C
d 1 square right and 2 squares up
e Learners’ own answers. For example: The Challenge

directions are the opposite (left and down
is now right and up) and the numbers 7 a b
have swapped over (1, 2 is now 2,1).
C
C
Exercise 17.3
Focus
1 a clockwise b anticlockwise 8 a
c anticlockwise d clockwise
C
2 a b C
C b rotational symmetry order 4 about C
3 a b C 9 a, b, c B4
C
A1
A4 B1
C
B3 A2
Practice A3
4 a b B2
b square
C C c square
d Yes. You will always get a square. It does
c C not matter what the shape is because you
are only looking at one point (vertex) at
a time. If you rotate through 90 ° three
times, the distance of this vertex from the
centre of rotation stays the same, thus
creating a square. For example:
5 a b
C
C
c C
6 No. She has not used the correct centre of

rotation. Her diagram should look like this:
B
A

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CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE

17.49 rounded to the nearest whole number Position 1 2 5 10 100

c 100 bricks. The sequence is square 71 72 73 74 75 76 77 78 79 80

6 b False. Example justification: We are told

Unit 5 2D shapes 7 a Learners’ own diagrams. For example:

Exercise 5.2 9 a Learners’ own answers. For example: If

3 Learners’ accurate drawings of circles with Exercise 5.3

5 Learners’ accurate drawings of circles with 3 a

A 6 a rotational symmetry order 3

b 9 Two of the following:

c There are quite a few different options.

Unit 6 Fractions and

2 a Learners’ own answers showing the

b Learners’ own answers showing the

Unit 7 Exploring d 3 minutes and 45 seconds

Exercise 7.1 4 days and 12 hours – 4.5 days

iv 72 years, 10 months and 0 days 8 a 

Venice 14:28 11.72 9.72 3.623

6 Learners’ own answers. 5.6 6.12 3.6 0.023

Unit 8 Addition and Challenge

0 + 0.6 + 0.05 = $ 0.65

4.1 kg 1.19 kg 1.2 kg 8.7 kg 5.99 kg 7.7 kg

Practice Exercise 8.2

B C A D The probability of taking a prism from

Correct answer: Learners’ own answers.

Unit 9 Probability Learners’ own explanations, for example:

e A larger number of trials means that the Practice

and division (1) Lif: 1935 × $39 = $75 465

Focus Exercise 10.2

1 4563 and 234 567 because the sum of the digits

c two identical pyramids a

6 Learners’ own answers. For example:

b A hexagonal prism has eight faces. Two of

Capacity less Volume less

4 millilitres litres and millilitres litres

5 a 125 ml b 360 ml c 2.8 litres

13 The volume of the liquid is not always less 5 8 cans

b d = 90 ° (largest angle), f = 30 °

Challenge 6 Learners’ own answers. For example:

Exercise 14.2 4.1 5.7 5.5

4 12.45 × 9 — answer more than 100

13.84 × 7 — answer less than 100

Practice 4 4.99 metres

1 a A dot plot that represents the data,

2 Favourite flavour Frequency

Height of tree (m)

145–less than 150 IIII IIII 9 4

6 c Approximately 4 m (3.5 m to 4.5 m)

f Learners’ own answers. For example: 3 start

10 × 8 + 1 27 C: Correctly writes 12 as 10 + 2 but only

5 Jose’s answer is incorrect. He has translated iii

d 1 square right and 2 squares up

e Learners’ own answers. For example: The Challenge

C b rotational symmetry order 4 about C

6 No. She has not used the correct centre of

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Unit 5 2D shapes 7 a Learners’ own diagrams. For example:

Exercise 5.2 9 a Learners’ own answers. For example: If

2 a Learners’ own answers showing the

iv 72 years, 10 months and 0 days 8 a

1 a A dot plot that represents the data,