Year 5 Textbook 5C Unit 12 – Geometry – properties of shapes

Unit 12 – Geometry – 3 Measure angles up to 180°

properties of shapes ➜ pages 16–19

1 Understand and use degrees Discover

1. a) Mo turns an angle of 120°.
➜ pages 8–11 b) Emma turns an angle of 120°.
Think together
Discover
1. a is 120° b is 170°
1. a) Lexi will be facing Lee.
b) She could be facing the flowers or the bench 2. d, a, b, c
after a 90° turn. 3. a) Amelia turns 140–145° or 215–220°.
Think together b) Amelia turns 140–145° or 215–220°.
If Amelia turns the same way both times, the sum
1. Lexi will turn 360°, a whole turn, so will be back
of her two turns is 360°. If she turns one way from
facing Lee again.
A to C and then the opposite way from C to F, she
2. Amelia has turned 270° anticlockwise. will turn through the same angle both times.
3. a)
4 Draw lines and angles
Start Turn Finish
accurately
facing B 180° facing F
➜ pages 20–23
facing A 90° facing G
Discover
90° 1. a)
facing E facing C
clockwise

90° 50°
facing G facing A
clockwise
b)
45°
facing G facing H
clockwise

facing A 45° clockwise facing B 50°

b) 135° clockwise or 215° anticlockwise. Think together

1. Compare children’s angles for both a and b with those
2 Measure acute angles on the page.
2. Compare children’s angles for both a and b with those
➜ pages 12–15 on the page.
3. c) The missing angles are 50° and 60°.
Discover The missing line measurement is 62 mm.
1. a) The ramp is now at an angle of 30°.
b) Amal’s mistake is reading the wrong scale.
Think together
1. Between 30° and 70°.
2. a = 60° b = 50° c = 45°
3. Approximately two angles of 75° and one angle of
30° for both triangles.

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 Year 5 Textbook 5C Unit 12 – Geometry – properties of shapes

5 Calculate angles around a 7 Lengths and angles in shapes

point ➜ pages 32–35
➜ pages 24–27
Discover
Discover 1. a) The interior angles of the parallelogram are
45°, 135°, 45° and 135°.
1. a) A whole turn is 360°. A 90° angle is a quarter turn.
b) Length A is 20 cm but length B is longer
The
 angle-maker can be used in any of these ways than 10 cm.
to show a 90° angle: Lee is correct about length A but incorrect
about length B.
Think together
1. p = 45° q = 135° r = 90°
b) One right angle is a quarter turn, so there must be
s = 135° t = 45° u = 270°
3 quarter turns remaining.
90°
 + 90° + 90° = 270° 2. length = 200 mm width = 45 mm
270° is a three-quarter turn. 3. Max is incorrect. The diagonals of a rectangle do not
split the 90° angles at the vertices in half, unless the
90°
rectangle is also a square.
90° 90° 90° 270°
90° 90° 270° 90°

8 Regular and irregular

90°

polygons
Think together
➜ pages 36–39
1. Approximately 48° and 312°.
2. a) 230° c) 182° Discover
b) 120° 1. a) Every interior angle is 135°. Isla is correct.
3. a) Draw an angle of 130°. The remaining angle around b) The sides are not all the same length, so Richard
the point will be 230°. is not correct.
b) Children should accurately draw angles of 130° Think together
and 48°, labelling the reflex angles 230° and
312° respectively. 1. The angles are not all equal.

6 Calculate angles on a
The sides are not all equal.
straight line
➜ pages 28–31
Neither the sides nor the angles are all equal.
Discover
1. a) Angle a is 100°.
b) Max cuts two 90° angles. 2. Shape A has measurements of 21 mm (top lines),
Think together 20.5 mm (side lines) and 25 mm (bottom line).
Shape B is 28 mm all sides.
1. a = 140° b = 105° c = 10°
Shape C has measurements clockwise from top
2. a = 120° c = 35° e = 90° line of: 26 mm, 26 mm, 33 mm, 23 mm and 35 mm.
b = 155° d = 60° f = 25° Shape B is regular as all the sides are equal and all
a and d fit together to make a straight line. the angles are equal.
b and f fit together to make a straight line.
3. a = 36°
4. a) Both angles will equal 45°
(half of the remaining 90°).
b) 30° and 60°

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 Year 5 Textbook 5C Unit 12 – Geometry – properties of shapes

3. a) Max should use the left board to make a square, 10 Perpendicular lines
the only regular quadrilateral.
Ambika should use the right board to make a ➜ pages 44–47
hexagon with side length 1 or 2.
b) Board
 1: Square or equilateral triangle. Discover
Board 2: Equilateral triangle.
c) Any other polygons, apart from those mentioned 1. a) The streetlamps on the top of the hill and on the
in b). For example, a pentagon, an octagon right are perpendicular to the road because they
or a decagon. make right angles.
b) The streetlamps on the top of the hill are both
vertical and perpendicular to the road, as they
9 Parallel lines make right angles.
Think together
➜ pages 40–43
1. C and D show perpendicular lines.
Discover 2. a) AF and CD are perpendicular to AB.
b) GH, KL and IJ are perpendicular to HI.
1. a) All the horizontal and all the vertical lines on the
gates are parallel. 3. a) Bella is incorrect.
b) The
 diagonal lines on the gates are not parallel She has not made rectangles because all the
because if they continued they would cross over. angles should be 90° and the adjacent sides should
be perpendicular to each other.
Think together
b) Perpendicular lines to those shown are needed.
1. The same pairs of lines are still parallel. D
A E
2. Shape b) has no parallel lines.
a) c)

B F

b) d)
11 Investigate lines
➜ pages 48–51

Discover
3. a) B C
1. a) The plain red strip crosses each dotted strip of
A paper at an angle of 150°.
D The angle is the same each time.
b) The red strip is now perpendicular to the dotty
F E
strip and parallel to the stripy strip.

b) AB and DE are parallel. The distance between the

lines stays the same.
c)
A
C

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 Year 5 Textbook 5C Unit 12 – Geometry – properties of shapes

Think together Think together

1. Place a strip at the same angle to the dotty strip 1. C because all the views are 2 by 2 squares.
as the red strip is. 2. Luis and Jamie see rectangles.
Children should correctly draw a rectangle.
Andy sees a triangle.
Children should correctly draw a triangle.
3. B

End of unit check

2. Children should correctly identify the parallel
and perpendicular lines. ➜ pages 56–57

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

3. a) A, B and D have perpendicular diagonals.

b) Agree. The diagonals of all squares are
perpendicular to each other.
The sides of a square are all equal so the
diagonals of a square make 4 identical
right angled isosceles triangles

12 3D shapes
➜ pages 52–55

Discover
1. a) Position A is a top view.

b) Bella and Aki both have a side view.

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 Year 5 Textbook 5C Unit 13 – Geometry – position and direction

Unit 13 – Geometry – 3 Translate shapes

position and direction ➜ pages 68–71

1 Read and plot coordinates Discover

1. a) The new position of Bella’s bed will be above
➜ pages 60–63 the table.
b) The table will now be in the bottom right corner of
Discover her room, near the desk.
1. a) The triangle is at (8,2). Think together
b) Reena has written the coordinates in the
1. The desk has moved 3 squares up.
wrong order.
8
The centre of the rhombus is at (4,5). 2. a) A to B: 1 left and 2 down
B to A: 1 right and 2 up
Think together
b) C to D: 3 left and 5 down
1. D to C: 3 right and 5 up
c) The number of squares is the same, but left
6
becomes right and down becomes up.
5 3. a) B and D are translations.
C and E are reflections.
4 b) A to B: 2 left and 2 up
A to D: 3 right and 4 up
c) & d)
3

2 C

D
1

0 B
0 1 2 3 4 5 6
8 9 10A E

2. A (1,9)
B (9,1)
C (6,2) 4 Translate points
D (2,6)
➜ pages 72–75
3. No answers required.
Discover
2 Problem solving with 1. a) The coordinates of Andy’s new position are (10,8).
b) A translation of Alex’s counter 3 left, 4 down
coordinates would win.
➜ pages 64–67 Think together
1. A1(12,8)
Discover B1(13,5)
1. a) This is a right-angled triangle. A2(12,5)
It is isosceles because two sides are the same length. B2(13,2)
b) A (2,8) 2. A1(14,10)
B (2,2) B1(14, 12)
C (8,8) C1(16,12)
D (8,2) D1(16,10)
Think together 3. a) P(0,1)
1. (1,5) and (5,2) Q(2,3)
R(3,0)
2. (5,9) b) A(13,13)
3. (10,30) and (25,45) B(12,10)
C(15,11)

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 Year 5 Textbook 5C Unit 13 – Geometry – position and direction

5 Reflection 3. a) Reflect it vertically then horizontally or horizontally

then vertically.
➜ pages 76–79

Discover
1. a)
A A1
L1

B C C1 B1

b)
A2 A
L2 b)

C2 B2 B C

Think together
1. A

6 Reflection in horizontal and

vertical lines
➜ pages 80–83
B C

Discover
1. a) The true coordinates of the treasure, T1, are (8,3).
b) The coordinates of the secret cave are (4,8).
Think together
1. A1(2,5)
B1(3,6)
A1 C1(7,1)
2. A1(8,11)
2. Bella has translated the triangle 9 squares up. B1(8,14)
C1(3,14)
B1 C1
D1(3,11)
3. a) A1(6,5)
B1(11,5)
C1(6,2)
D1(11,2)
A1 b) Children should estimate the coordinates.

A End of unit check

➜ pages 84–85

1. A
2. C
B C
3. A
4. C
5. (25,0)
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 Year 5 Textbook 5C Unit 14 – Decimals

Unit 14 – Decimals b)
O • Tth Hth Thth

1 Add and subtract decimals 0 • 3 1 6

within 1 (1) + 0 • 2 6 3

0 • 5 7 9
➜ pages 88–91

Discover
c)
1. a) 0·4 m, 0·3 m and 0·1 m sections O • Tth Hth
b) There are several possible answers:
0 • 5 3
0·4 + 0·2 + 0·2 = 0·8
0·3 + 0·3 + 0·2 = 0·8 + 0 • 4 6
Think together
0 • 9 9
1. a) 0·6 m + 0·2 m = 0·8 m
The track is 0·8 m in total.
b) 0·7 m – 0·1 m = 0·6 m
Track piece C is 0·6 m longer than track piece D. 3. a) They have 0·526 l of slime altogether.
2. a) 0·4 + 0·5 = 0·9 b) 0·322 l
b) 0·5 – 0·4 = 0·1
0·4 – 0·3 = 0·1
0·3 – 0·2 = 0·1 3 Complements to 1
0·2 – 0·1 = 0·1
c) 0·2 and 0·4 ➜ pages 96–99
3. a) Isla has put the decimal point in the wrong
Discover
position.
0·1 + 0·2 + 0·7 = 1·0 1. a) Aki can use the 0·7 m and 0·3 m pieces to decorate
b) 1 m – 0·7 m = 0·3 m one border of the mirror, and 0·57 m and 0·43 m
pieces to decorate the other.
b) Aki has 0·765 m of ribbon left.
2 Add and subtract decimals Think together
within 1 (2) 1. a) 0·6 m
b) 0·51 m
➜ pages 92–95 c) 0·32 m
2. a) 0·8 c) 0·868
Discover b) 0·16 d) 0·479
1. a) Olivia and Luis can make 0·68 l of orange paint. 3. a) 0·29 + 0·71 = 1
b) 0·89 l - 0·68 l = 0·21 l b) 0·724 + 0·276 = 1
Olivia and Luis need to make 0·21 l more c) 0·34 + 0·21 + 0·45 = 1
orange paint. 0·34 – 0·21 + 0·87= 1
Think together There are many possible solutions.
1. a) 0·83 l The sum of the missing digits is 0·766,
b) 0·47 l for example:
c) 0·23 l more 0·234 + 0·383 + 0·383 = 1

2. a) O • Tth Hth
4 Add and subtract decimals
0 • 6 3
across 1
+ 0 • 0 5
➜ pages 100–103
0 • 6 8
Discover
1. a) At the end of the month the height of the
bamboo tree is 1·6 m.
b) The sunflower has grown by 0·6 m.

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 Year 5 Textbook 5C Unit 14 – Decimals

Think together 3. a) Ebo has the correct calculation but he has

1. a) 2·5 m subtracted 3 from 7 instead of exchanging and
b) Emma has collected 1·2 kg. subtracting 7 from 13. Lexi’s number is 4·6.
She has forgotten that 10 tenths = 1 b) Ebo’s number is 8·73
5 tenths + 7 tenths = 12 tenths = 1·2 Reena’s number is 7·24

2. a) 7 + 8 = 15
0·7 + 0·8 = 1·5 7 Add decimals with a different
0·07 + 0·08 = 0·15
1·7 + 0·8 = 2·5 number of decimal places
b) 12 – 8 = 4
1·2 – 0·8 = 0·4 ➜ pages 112–115
0·12 – 0·08 = 0·04
Discover
3. 0·7 + 0·8 + 0·3 = 1·8
10 – 1·5 = 8·5 1. a) Ambika’s paper plane flew 5·83 m.
0·99 + 0·99 = 1·98 b) Lee’s paper plane flies 3·81 m.
0·36 + 0·25 = 0·61 Think together
1. a) 4·05 m
5 Add decimals with the same b) 5·521 m
2.
number of decimal places 6·192

3·192 3
➜ pages 104–107
1·732 1·46 1·54
Discover 1·572 0·16 1·3 0·24
1. a) Max’s meal costs £4 in total, so he has 3. a) 4·5 + 1·34
enough money. The digits are not lined up correctly. There are 4
b) The total cost of Jamie’s meal is £5·35. ones and 5 tenths, not 4 tenths and 5 hundredths.
Think together 82·43 + 1·89
1. a) £6·09 b) £5·27 The numbers in the top row have not been
adjusted after the exchanging.
2. a) 6·6 c) 13·63 b) 4·5 + 1·34 = 5·84
b) 7·685 82·43 + 1·89 = 84·32
3. a) ruler, pencils and marbles
£2·38 + £6·47 + £3·15 = £12
b) eraser + pencils = £0·94 + £6·47 = £7·41 8 Subtract decimals with a
marbles + notebook = £3·15 + £4·26 = £7·41 different number of decimal
places
6 Subtract decimals with
➜ pages 116–119
the same number of
decimal places Discover
1. a) There is 6·25 l of juice in the two bottles in total.
➜ pages 108–111 b) There is 1·704 kg of flour left in the bag.

Discover Think together

1. a) The watermelon costs £3·49. 1. a) 2·2 kg more

b) Amelia gets 26p change. b) 1·35 kg more
c) 2·642 litres
Think together
2. a) 7·6 − 3·52 = 4·08 d) 17·68 − 3·9 = 13·78
1. £1·63 b) 7·68 − 3·5 = 4·18 e) 4·2 − 1·79 = 2·41
2. a) 0·82 – 0·38 = 0·44 c) 37·5 – 13·9 = 23·6 c) 7·68 − 3·9 = 3·78 f) 4·25 − 1·795 = 2·455
b) 3·25 – 1·73 = 1·52 d) 2·054 – 1·375 = 0·679 3. a) Children choose the method they prefer.
b) 6 − 3·45 = 2·55 3 − 0·914 = 2·086 26 − 2·8 = 23·2

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 Year 5 Textbook 5C Unit 14 – Decimals

9 Problem solving with 11 Decimal sequences

decimals (1) ➜ pages 128–131
➜ pages 120–123
Discover
Discover 1. a)
1. a) The weight of the astronaut on Earth Month April May June July Aug Sept Oct
is 64·05 kg more than on the moon.
Height (cm) 15·4 17·9 20·4 22·9 25·4 27·9 30·4
b) The total mass is 189·98 kg.
Think together The rule is to add 2·5 each time.
1. 7·644 m b)
2. £13·86 May June July Aug Sept Oct Nov Dec Jan Feb Mar April
Methods could include column addition or
59·7 62·2 64·7 67·2 69·7 72·2 74·7 77·2 79·7 82·2 84·7 87·2
rounding to the nearest pound and adjusting.
3. a) The total mass is 37·15 kg
11 months ago, the rose bush was shorter than 60 cm.
A = 12 – 3·6 = 8·4 kg
So, the rose bush has been over 60 cm tall for the last
C = 12 + 4·75 = 16·75 kg
10 months.
A + B + C = 8·4 kg + 12 kg + 16·75 kg
Or 3 × 12 kg – 3·6 kg + 4·75 kg Think together
b) Rock C weighs 8·35 kg more than rock A. 1.
16·75 – 8·4 or 3·6 + 4·75
April May June July Aug Sept Oct

10 Problem solving with White rose 15·1 15·2 15·3 15·4 15·5 15·6 15·7

decimals (2)
➜ pages 124–127 Climbing rose 10·0 12·6 15·2 17·8 20·4 23 25·6

Discover
1. a) The oats and pears will still be heavier Wild rose 12·429 12·43 12·431 12·432 12·433 12·434 12·435

as 3·49 kg > 3 kg.

b) 3·49 kg – 3 kg = 0·49 kg
Emma and Ebo can add 0·49 kg of sugar to 2. a) 20·5 20·75 21 21·25 21·5 21·75 22
the bag of sugar. b) 0·65 0·68 0·71 0·74 0·77 0·8 0·83 0·86
Or they can remove 0·49 kg of oats from c) 7·0 7·2 7·4 7·6 7·8 8·0
the bag of oats. 3. a) The sequence has a difference of 0·1 between
Think together each number. The cards that are covered up could
1. 1·61 kg be 3.6 or 3.8.
b) The sequence increases by 3·1, so in order the
2. 21·3 g given numbers are 29·4, 32·5, 35·6, 38·7, 41·8.
18·6 – 15·9 = 2·7 2·7 + 18·9 = 21·3 The missing numbers could be:
Or 18·6 + 18·6 – 15·9 = 21·3 23·2 and 26·3, or 26·3 and 44·9, or 44·9 and 48·0.
3. The distance between the 3rd and 4th 51·1 is the first number in the sequence above 50.
lamppost is 5·511 m.
3 × 5·85 = 5·85 + 5·85 + 5·85 = 17·55
17·55 – 5·85 – 6·189 = 5·511 12 Multiply by 10
➜ pages 132–135

Discover
1. a) Aki is using a method that works for whole
numbers (placing a zero) but it does not
work for decimals.
b) 10 × 0·1 = 1

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 Year 5 Textbook 5C Unit 14 – Decimals

Think together 14 Divide by 10

1. a) i) 0·14 × 10 = 1·4 ii) 2·3 × 10 = 23
b) i) 3·7 × 10 = 37 iii) 2·39 × 10 = 23·9 ➜ pages 140–143
ii) 4·5 × 10 = 45 iv) 0·196 × 10 = 1·96
2. a) 0·1 × 10 = 1 c) 0·256 × 10 = 2·56 Discover
1·2 × 10 = 12 1·256 × 10 = 12·56 1. a) Each hand span is 0·09 m wide.
5·7 × 10 = 57 31·126 × 10 = 311·26 b) The digits move one place to the left
19·1 × 10 = 191 when you divide by 10.
b) 0·72 × 10 = 7·2
1·25 × 10 = 12·5
O • Tth Hth

5·71 × 10 = 57·1
0 • 9
19·16 × 10 = 191·6
d) The digits stay the same and in the same order
but their place value increases 10 times. 0 • 0 9

3. a) 10 × 3·9 = 39 d) 1·262 × 10 = 12·62

b) 10 × 11·6 = 116 e) 0·32 × 10 = 3·2 Think together
c) 0·456 × 10 = 4·56 f) 1·586 × 10 = 15·86 1. 0·26 m
2. a) 0·92 ÷ 10 = 0·092 d) 58·6 ÷ 10 = 5·86
13 Multiply by 10, 100 and 1,000 b) 53·6 ÷ 10 = 5·36 e) 89·02 ÷ 10 = 8·902
c) 95 ÷ 10 = 9·5 f) 10·02 ÷ 10 = 1·002
➜ pages 136–139 3. a) 0·295 ml
(2·25 + 0·7) ÷ 10
Discover Or 2·25 ÷ 10 + 0·7 ÷ 10
1. a) There are 1,000 bags on the lorry. b) 100 ml costs 12p.
b) The mass of all the potatoes on the lorry 200 ml costs 24p.
is 2,500 kg. c) 0·8 kg
d) Various responses are possible.
Think together
1.
Th H T O • Tth 15 Divide by 10, 100 and 1,000
3 • 7 ➜ pages 144–147

Discover
3 7 •
1. a) There are 100 sachets of curry powder in the
large box.
3 7 0 •
b) There is 0·085 kg of curry powder in each sachet.
Think together
3 7 0 0 •
1. a) 12·8 kg ÷ 100 = 0·128 kg 128 ÷ 100 = 1·28
2·52 m ÷ 100 = 0·0252 m 0·9 ÷ 100 = 0·009
3·7 × 10 = 37 b) i) 0·012 ii) 0·006 m iii) 0·718 km iv) 7p or £0·07
3·7 × 100 = 370
2. 4 litres ÷ 100 = 0·04 litres
3·7 × 1,000 = 3,700
3. a) 46 kg ÷ 1,000 = 0·046 kg = 46 g
2. a) 1·72 × 10 = 17·2 c) 39·3 × 100 = 3,930
b) ÷ 10 ÷ 10 ÷ 10 = ÷ 1,000
1·72 × 100 = 172 3·93 × 100 = 393
1·72 × 1,000 = 1,720 0·393 × 100 = 39·3
b) 4·13 × 1,000 = 4,130 End of unit check
0·413 × 1,000 = 413
0·041 × 1,000 = 41
➜ pages 148–149
3. a) 0·8 × 10 = 8
0·4 × 100 = 40 1. C 6. B
0·2 × 1,000 = 200
2. B 7. 0·18 kg
b) Move each digit up two rows.
1,000 + 20 + 40 + 7 3. B 8. B: 18·98
12·47 × 100 = 124·7 4. D C: 50·48

5. A

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 Year 5 Textbook 5C Unit 15 – Negative numbers

Unit 15 – Negative 3 Compare and order negative

numbers
numbers
➜ pages 160–163
1 Understanding negative
numbers Discover
1. a) 18 is greater than 4, but a negative number is
➜ pages 152–155 always less than a positive number.
–
18 < 4, so –18 °C < 4 °C.
Discover b) 4 °C is 4 degrees above 0 °C.
–
1. a) Reception is on the ground level, so floor 0. 18 °C is 18 degrees below 0 °C.
The Restaurant is up one level from Reception. Think together
Car Park A is one level down from Reception.
1. a) 0 > –10 c) 10 > –10 e) –10 < 1
The Restaurant is on the first floor, so floor 1.
b) –5 > –10 d) –10 < –1 f) –9 > –10
Car Park A is one level lower than ground level,
so floor –1. 2. –40 < –30 < –25 < 45 < 70
b) The waiter is in the Kitchen on floor –3. 3. Children’s answers to a), b) and c) should all be
related.
Think together
a) A –9 B –6 C –2 D2 E8
1. a) 2 °C –
b) A 90 –
B 60 C –20 D 20 E 80
b) 0 °C c) A –0∙9 B –0∙6 C –0∙2 D 0∙2 E 0∙8
c) –1 °C
d) –4 °C
2. a) Children count: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0, –1, –2, –3, 4 Find the difference
– – – – – – –
4, 5, 6, 7, 8, 9, 10
Ash has missed out zero. ➜ pages 164–167
b) Children count: –10, –9, –8, –7, –6, –5, –4, –3, –2, –1, 0,
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Discover
–
3. a) 2, 3 – –
b) 5, 6 – –
c) 1, 0 1. a) In Tomsk, May is 13 °C warmer than March.
– – – b) The two months that have the greatest
4. a) 2 b) 7 c) 16 temperature difference are January and July.
The temperature difference is 27 °C.
2 Count through zero Think together
1. It is 21 °C warmer in Cairo than in New York.
➜ pages 156–159
2. Mrs Dean travels 19 floors down.
Discover 3. Children may give various answers, such as:
The temperature rises between 1 am and 3 am, it
1. a) The thermometers go up in jumps of 2 °C.
increases by 11 degrees.
b) Arctic World is at exactly –8 °C.
The temperature rises between 3 am and 1 pm, it
Nocturnal World is –3 °C.
increases by 21 degrees.
Oceanic World is 13 °C.
The temperature falls between 1 pm and 6 pm, it
Think together decreases by 15 degrees.
1. a) –5 °C b) –10 °C c) –15 °C It was 32 degrees warmer at 1 pm than at 1 am.
2. a) Children count: –50, –40, –30, –20, –10, 0, 10, 20, 30,
40, 50; End of unit check
50, 40, 30, 20, 10, 0, –10, –20, –30, –40, –50
b) Children count: –50, –45, –40, –35, –30, –25, –20, –15, ➜ pages 168–169
–
10, –5, 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
50, 45, 40, 35, 30, 25, 20, 15, 10, 5, 0, –5, –10, –15, –20, 1. D
–
25, –30, –35, –40, –45, –50 2. B
3. Lee will say –20: 10, 5, 0, –5, –10, –15, –20. 3. C
Emma will say –20: 8, 4, 0, –4, –8, –12, –16, –20. 4. D
Zac will not say –20. Zac will say: 5, 3, 1, –1, –3, …, –17, 5. C
–
19, –21. All of Zac’s numbers are odd. 6. –
21, –16, –11, –6, –1, 4, 9

© Pearson Education Ltd 2023 11

 Year 5 Textbook 5C Unit 16 – Measure – converting units

Unit 16 – Measure – 2. a) 4 l = 4,000 ml

9 m = 9,000 mm
converting units 14 l = 14,000 ml
b) 4,000 mm = 4 m
19,000 mm = 19 m
1 Kilograms and kilometres 185,000 mm = 185 m
c) 8·2 l = 8,200 ml
➜ pages 172–175 24·5 m = 24,500 mm
0·6 l = 600 ml
Discover d) 6,900 mm = 6·9 m
1. a) It is 930,000 metres from London to Berlin. 750 ml = 0·75 litres
b) 6 kg < 7 kg, so Jen can take her bag onto the plane. 26,500 ml = 26·5 l
1 1
Think together 3. a) 1 mm = 1,000 of a metre   1 ml = 1,000 of a litre
1
1. a) 1 kg = 1,000 g; to convert kg to g, multiply by 1,000. 1 cm = 100 of a metre
When we multiply by 1,000, the digits shift to the 1 m = 1,000 mm 1 l = 1,000 ml
left by 3 places. 1 m = 100 cm
Blue rucksack: 5 × 1,000 = 5,000 1 mm is 0·001 m or 1 m is 0·001 km 1 ml is 0·001 l
The scales will show 5,000 g when the rucksack b) Although they are concerned with different
is placed on them. types of measurement, the digits are
b) Green rucksack: 12,000 ÷ 1,000 = 12 the same in each column of the table. Words
The scales will show 12 kg when the rucksack which begin ‘milli’ are always one thousandth
is placed on them. of the whole.
Pink suitcase: 42,000 ÷ 1,000 = 42 The units of measurements are different, length
The scales will show 42 kg when the suitcase is measured in millimetres, centimetres and
is placed on them. kilometres. Capacity is measured in millilitres
and litres.
2. a) 3 km = 3,000 m
5 km = 5,000 m
17 km = 17,000 m 3 Convert units of length
4·8 km = 4,800 m
11·3 km = 11,300 m ➜ pages 180–183
0·6 km = 600 m
b) 6,000 m = 6 km
Discover
19,000 m = 19 km
260,000 m = 260 km 1. a) The children will need 100,000 1 p coins to
7,600 m = 7·6 km make a line 1 km long.
750 m = 0·75 km They will have raised £1,000 for charity.
26,500 m = 26·5 km b) The children would raise £9,000 more if
they placed the coins on their sides.
3. Multiplying by 1,000 involves shifting digits
3 places to the left. Think together
Lee has only added three zeros which is incorrect. 1. a) 1·6 m = 160 cm
8·3 kg = 8,300 g b) Each barrel is 32 cm tall.
2. a) B, C, A
2 Millimetres and millilitres b) Max walks 50,000 cm.
3. Children should be able to complete a diagram like
➜ pages 176–179 this one.
×10 ×100 ×1000
Discover
1. a) 1,500 < 2,000, so Ebo does not have enough mm cm m km
fencing to go along the flower bed.
b) Alex has put 4·5 litres of water in the watering can. ÷10 ÷100 ÷1000

Think together Children’s explanations should include that each

1. There are 1,000 ml in 1 l. number has a 1 and a number of zeros (accept
0·7 × 1,000 = 700 any alternative answer that describes the fact
The bottle contains 700 ml of plant food. they are all powers of 10).

© Pearson Education Ltd 2023 12

 Year 5 Textbook 5C Unit 16 – Measure – converting units

4 Imperial units of length Think together

1. a) 5 × 570 = 2,850
➜ pages 184–187 2,850 ÷ 1,000 = 2·85
5 pints are about the same as 2·85 l.
Discover b) 3 pints is the difference.
1. a) The penguin swallowed the ring. 1,710 millilitres is the difference.
b) The
 ostrich is 120 cm tall, which is the same 1,710 ÷ 1,000 = 1·71
as 1·2 m. 1·71 litres is the difference.

Think together 2. 1 pint is approximately 570 ml.

Half a pint is approximately 285 ml.
1. 5 × 12 = 60 60 + 3 = 63 So half a pint of milk is less than a 330 ml
5 feet 3 inches is equal to 63 inches. can of lemonade.
The emu is 63 inches tall.
3. Yes, the bucket can be filled and there will
2. 15 × 3 = 45, so 15 yards = 45 feet be 0·26 litres (or 260 ml) left over.
45 × 12 = 540, so 15 yards = 540 inches
The pond is 540 inches wide.
3. Children’s answers will vary. For example: 7 Convert units of time
1 inch ≈ 2·5 cm, 25 mm, 0·025 m
1 foot ≈ 30 cm, 300 mm, 0·3 m (12 × 2·5 = 30) ➜ pages 196–199
1 yard ≈ 90 cm, 900 mm, 0·9 m (3 × 30 = 90)
Discover
1. a) Toshi has had his phone for 5 weeks and 4 days.
5 Imperial units of mass b) 4 bars of Amal’s battery should be charged
fully. There are 15 minutes left until the next
➜ pages 188–191 bar is charged.

Discover Think together

1. a) Alex should ask for 2 lb of apples and 14 lb 1. 378 is between 360 and 420.
(or 0·25 lb) of blueberries. So there are 6 minutes and there will be a
b) Alex’s fruit will weigh about 1·008 kg (1,008 g). remainder of seconds.
378 − 360 = 18
Think together Amal’s phone has been downloading updates
1. 28 × 15 = 420 for 6 minutes and 18 seconds.
There are 420 g of raspberries in the container. 2. 5 weeks = 5 × 7 = 35 days
2. a) 4 lb = 16 oz × 4 = 64 oz; 35 – 22 = 13
10 lb = 16 oz × 10 = 160 oz; There are 13 days until the sale ends.
1
2
lb = 16 oz ÷ 2 = 8 oz 3. a) On the ferry: 13:00 Tuesday; arrived: 19:00 Tuesday;
b) 4 lb = 16 oz ÷ 4 = 4 oz, so 34 lb = 4 oz × 3 = 12 oz
1
visiting auntie: 13:00 Thursday;
3. a) The second set of scales will show 13·2 lb. theme park: 10:00 Friday.
b) The dog weighs 49 lbs, which is about 22 kg b) Jen has 154 hours until she returns home.
(also accept 22·3 kg).
8 Timetables - calculating
6 Imperial units of capacity
➜ pages 200–203
➜ pages 192–195
Discover
Discover 1. a) Emma catches Bus A. Emma arrives at school
1. a) 2·28 l are approximately equal to 4 pints of milk. at 08:05 (five minutes past 8).
b) Mo has 3·42 l of water. b) Bus C arrives at school at 08:35.
Think together
1. a) Lexi arrives in Ashtown Central at 15:50.
b) It takes Andy 24 minutes to get to Birchfield.
2. It takes 32 minutes to get from Birchfield
to Ashtown Parkway.
3. The express train is 20 minutes quicker.

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 Year 5 Textbook 5C Unit 16 – Measure – converting units

9 Problem solving – units of End of unit check

measure (1) ➜ pages 212–213
➜ pages 204–207
1. C
Discover 2. C
1. a) 1·40 m < 1·45 m so Isla is not tall enough to 3. D
go on the roller coaster. 4. A
b) Aki is buying 750 ml of fizzy pop altogether.
5. B
Think together
6. D
1. 0·9 kg = 900 g 0·3 kg = 300 g
0·9 kg + 0·3 kg = 900 g + 300 g = 1,200 g 7. 4 12 minutes, 300 seconds, 5 minutes 10 seconds,
1
Ambika should guess a total of 1,200 g. 4
of an hour
2. The roller coaster is now 597 metres long.
3. a) A, D, B, C, E
b) Yes, you would get the same order.
Children’s explanations should mention that
the mass of each parcel is still the same, whether
it is expressed in grams or kilograms.
Converting to kilograms and then comparing
or converting to grams and then comparing
will both give the same order.

10 Problem solving – units of

measure (2)
➜ pages 208–211

Discover
1. a) Reena needs to convert ounces into grams:
2 oz = 56 g oats 4 oz = 112 g brown sugar
4 oz = 112 g butter 5 oz = 140 g plain flour
b) 5 cooking apples, 70 g oats, 140 g brown sugar,
140 g butter, 175 g plain flour
Think together
1. a) 2 litres = 2,000 ml
Jamie needs to open 4 cartons of milk.
b) Jamie will have 280 ml left over.
2. The latest time Danny should start preparing is 15:50
(ten minutes to 4).
3. A: 1·4 kg = 1,400 g, B: 10 oz = 280 g,
C: 1,250 g, D: 2 lb = 900 g
Bag A is the best value.

© Pearson Education Ltd 2023 14

 Year 5 Textbook 5C Unit 17 – Measure – volume

Unit 17 – Measure – Think together

1. Emma’s shape has the smallest volume. The volume is
volume 12 cubes.
Isla’s shape has a volume of 13 cubes.
1 Cubic centimetres 2. A < C < B (A = 16 cubes, B = 20 cubes, C = 18 cubes)
➜ pages 216–219 3. a) Emma is correct.
Andy’s shape has a volume of 8 cubes and Emma’s
Discover shape has a volume of 8 cubes (including a hidden
cube at the back).
1. a) Zac is correct. Both shapes have a volume of 6 cm³. b) Isla’s shape will have a larger volume.
Volume is the amount of space that an object fills. She has the same number of cubes as Andy but
b) since the cubes are larger, the total volume will also
be larger.

3 Estimate volume
➜ pages 224-227
Think together
1. a) 8 cm3 Discover
b) 8 cm3 1. a) Jamilla estimated the volume of the triangular
c) 20 cm3 prism.
d) 20 cm3 Each cube has a volume of 1 cm3. There are 90
2. Children’s shapes will vary, but should all include cubes. An estimate of the triangular prism is,
12 cubes to make 12 cm3. therefore, 90 cm3.
b) The volume is an estimate because it is not exact,
3. a) Children should correctly draw cubes to match the as there would still be spaces left in the
example on isometric paper. triangular prism if it were filled with the cubes.
Think together
1. a) 30 cm3
b) 30 cm3
c) 27 cm3 The most accurate estimate would be the
estimate of the cube because if it was filled with
cm3 cubes there wouldn’t be any spaces.
b) Left-hand shape: 3 cubes
2. Children’s answers will vary depending on the object
Middle shape: 3 cubes
chosen. They should make a model of the object using
Right-hand shape: 4 cubes
centimetre cubes and then count the cubes to find
(There is a hidden cube underneath the top cube.)
the volume in cm3.
3. a) Make models of the different balls using
2 Compare volumes centimetre cubes and then count the cubes to find
the volume in cm3.
➜ pages 220–223 b) Reena is incorrect.
The height of the ball is 3 balls but this is just one
Discover dimension. Volume is three dimensional since it
involves height, width and depth. If the football is 3
1. a) 9 < 10 < 12 times higher than the tennis ball then the volume
Emma has built the shape with the will be 3 × 3 × 3 = 27 times greater. Another way of
greatest volume. visualising this is to make layers of the tennis balls
b) Isla needs to add 3 more cubes, for example: to fit a box the size of the football. There would be
3 layers in total with 9 tennis balls per layer thus
making 27 tennis balls.

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 Year 5 Textbook 5C Unit 17 – Measure – volume

End of unit check

➜ pages 228-229

1. A
2. B
3. D
4. 24 cm3
5. Children may suggest different methods for
estimating the volume of the triangular prism. They
might suggest making a shape out of cm3 cubes
that could fit inside it. However, this will result in
an underestimate. They may also make a cuboid
from cm3 cubes that is the same length but slightly
bigger than the triangular prism. This will give an
overestimate for the volume.
6. 2 × 2 × 2 = 8 cm3
Each sphere’s diameter is half the length of the box.
So 4 spheres will fill the bottom layer of the box, and
4 spheres will fit the top layer making a total of 8.

Please note: Shapes are shown from one angle, so sometimes

cubes are hidden. It would be possible to build some of the
shapes with fewer unifix cubes than the answer suggests (i.e. if
'hidden' cubes were actually not part of the shape). If children draw
attention to this, it will be an interesting discussion point.

© Pearson Education Ltd 2023 16