Year 4B Practice Book  Unit 6 – Multiplication and division (2)

Unit 6 – Multiplication 4. a) 43 × 10 = 430

b) 65 × 10 = 650
430 ÷ 10 = 43
650 ÷ 10 = 65
and division (2) c) 57 × 10 = 570
d) 80 × 10 = 800
570 ÷ 10 = 57
800 ÷ 10 = 80
e) 703 × 10 = 7,030 7,030 ÷ 10 = 703
1 Factor pairs f) 156 × 10 = 1,560 1,560 ÷ 10 = 156

➜ pages 6–8 5. The missing factor from the triangle is 36.

10 × 36 = 360
1. a) 1 × 10 = 10 36 × 10 = 360
10 × 1 = 10 360 ÷ 10 = 36
b) 2 × 5 = 10 360 ÷ 36 = 10
5 × 2 = 10 6. a) 130 × 10 = 1,300
2. a) 1 × 14 = 14 b) 790 × 10 = 7,900
14 × 1 = 14 c) 605 × 10 = 6,050
b) 2 × 7 = 14 d) 450 ÷ 10 = 45
7 × 2 = 14 e) 5,300 ÷ 10 = 530
f) 7,530 ÷ 10 = 753
3. 1 × 15 = 15 3 × 5 = 15
15 × 1 = 15 5 × 3 = 15 7. a) The snake is 120 cm.
b) Children’s stories will vary.
4. The factor pairs for 36 are 1 and 36, 2 and 18, 3 and
12, 4 and 9, 6 and 6.
Reflect
5. Olivia is wrong because the counters are not evenly
distributed in the rows. Explanations may vary, but children should mention
6. a) The factor pairs for 24 are 1 and 24, 2 and 12, 3 and moving a digit to the left in a place value grid.
8, 4 and 6.
b) The factor pairs for 18 are 1 and 18, 2 and 9,
3 and 6. 3 Multiply and divide by 100
c) The factor pairs for 25 are 1 and 25, 5 and 5.
7. The factor pairs for 100 are 1 and 100, 2 and 50, 4 and ➜ pages 12–14
25, 5 and 20, 10 and 10.
1. a) 7 × 100 = 700
b) 17 × 100 = 1,700
Reflect c) 37 × 100 = 3,700
d) 67 × 100 = 6,700
30, 32 and 34 have a factor of 2. Children should e) 6,600 ÷ 100 = 66
recognise that they are all even numbers and divisible f) 6,700 ÷ 100 = 67
by 2. g) 6,800 ÷ 100 = 68
h) 700,000 ÷ 100 = 7,000
2 Multiply and divide by 10 2. a) 8 × 100 = 800
b) 26 × 100 = 2,600
➜ pages 9–11 c) 60 × 100 = 6,000
d) 93 × 100 = 9,300
1. a) 5 × 10 = 50 3. a) 9,400 ÷ 100 = 94
b) 15 × 10 = 150 b) 4,000 ÷ 100 = 40
c) 35 × 10 = 350 4. a) 19 × 100 = 1,900 1,900 ÷ 100 = 19
d) 65 × 10 = 650 b) 21 × 100 = 2,100 2,100 ÷ 100 = 21
e) 90 ÷ 10 = 9 c) 44 × 100 = 4,400 4,400 ÷ 100 = 44
f) 190 ÷ 10 = 19 d) 60 × 100 = 6,000 6,000 ÷ 100 = 60
g) 490 ÷ 10 = 49 e) 5 × 100 = 500 500 ÷ 100 = 5
h) 990 ÷ 10 = 99 f) 100 × 100 = 10,000 10,000 ÷ 100 = 100
2. a) 18 × 10 = 180 5. The missing factor from the triangle is 72.
b) 318 × 10 = 3,180 72 × 100 = 7,200
c) 35 × 10 = 350 100 × 72 = 7,200
d) 103 × 10 = 1,030 7,200 ÷ 100 = 72
3. a) 450 ÷ 10 = 45 7,200 ÷ 72 = 100
b) 1,600 ÷ 10 = 160

© Pearson Education Ltd 2022 1

Year 4B Practice Book  Unit 6 – Multiplication and division (2)

6. a) 300 cm 5 Related facts – division

b) 1,000 cm
c) 3,000 cm
➜ pages 18–20

Reflect 1. a) 6 ÷ 2 = 3
b) 60 ÷ 2 = 30
Children’s explanations will vary, but they should explain c) 600 ÷ 2 = 300
moving digits to the left and right on a place value grid.
2. a) 150 ÷ 3 = 50
1,500 ÷ 3 = 500
4 Related facts – multiplication b) 15 ÷ 5 = 3
150 ÷ 5 = 30
1,500 ÷ 5 = 300
➜ pages 15–17
c) 210 ÷ 3 = 70
2,100 ÷ 3 = 700
1. a) 3 × 2 = 6
d) 25 ÷ 5 = 5
b) 3 × 20 = 60
250 ÷ 5 = 50
c) 3 × 200 = 600
2,500 ÷ 5 = 500
2. a) 8 × 40 = 320 e) 24 ÷ 3 = 8
8 × 400 = 3,200 240 ÷ 3 = 80
80 × 4 = 320 2,400 ÷ 3 = 800
800 × 4 = 3,200 f) 45 ÷ 5 = 9
b) 70 × 8 = 560 450 ÷ 5 = 90
80 × 7 = 560 4,500 ÷ 5 = 900
7 × 800 = 5,600
3. 400 ÷ 5 = 80 800 = 1,600 ÷ 2
8 × 700 = 5,600
480 ÷ 6 = 80 800 = 4 thousands ÷ 5
c) The missing number in the triangle is 20.
40 ÷ 5 = 8 80 = 720 ÷ 9
5 × 40 = 200
32 ÷ 4 = 8 80 = 800 ÷ 10
500 × 4 = 2,000
32 tens ÷ 4 = 80
400 × 5 = 2,000
5 × 50 = 250 4. a) 4 × 900 = 3,600
b) 40 × 90 = 3,600
3. a) 7 × 4 = 28
c) 400 × 9 = 3,600
7 × 40 = 280
d) 3,600 ÷ 9 = 400
7 × 400 = 2,800
e) 3,600 ÷ 4 = 900
b) 8 × 80 = 640
f) 360 ÷ 4 = 90
8 × 30 = 240
3 × 8 = 24 5. IN 6 60 600 20 300 10 30
c) 9 × 2 = 18
OUT 24 240 2,400 80 1,200 40 120
9 × 20 = 180
200 × 9 = 1,800 Children should be able to work forwards and
d) 9 × 50 = 450 backwards depending on whether they have been
80 × 9 = 720 given the input number or the output number.
600 × 4 = 2,400
4. 8 × 200 = 1,600 Reflect
5. Mass = 1,000 kg
Children’s explanations may vary.
6. Method 1: 7 × 30 = 210
For example, 1,200 ÷ 4 = 12 ÷ 4 × 100 = 300 or
Method 2: 7 × 3 ones = 21 ones = 21
12 hundreds ÷ 4 = 3 hundreds.
So, 7 × 3 tens = 21 tens = 210
Method 3: 7 × 3 = 21 So, 21 × 10 = 210
6 Multiply and add
Reflect
➜ pages 21–23
Children should explain:
7 × 40 = 7 × 4 × 10 = 280 1. a) 5 × 2 = 10
70 × 4 = 7 × 10 × 4 = 280 2×2=4
700 × 4 = 7 × 100 × 4 = 2,800 7 × 2 = 14
7 × 400 = 7 × 4 × 100 = 2,800 b) 5 × 4 = 20
2×4=8
7 × 4 = 28

© Pearson Education Ltd 2022 2

Year 4B Practice Book  Unit 6 – Multiplication and division (2)

c) 5 × 6 = 30 b) 4 × 10 = 40
3 × 6 = 18 4 × 6 = 24
8 × 6 = 48 4 × 16 = 64
d) 5 × 6 = 30 c) 3 × 6 = 18
4 × 6 = 24 20 × 6 = 120
9 × 6 = 54 23 × 6 = 138
e) 5 × 5 = 25 d) 3 × 40 = 120
4 × 5 = 20 3 × 5 = 15
9 × 5 = 45 3 × 45 = 135
2. a) 7 × 8 = 56 e) 20 × 8 = 160
7 × 8 = 40 + 16 5 × 8 = 40
b) 9 × 8 = 72 25 × 8 = 200
9 × 8 = 40 + 32 f) 11 × 7 = 77
5 × 7 = 35
3. 9 × 4 = 36 16 × 7 = 112
4. a) 4 × 6 + 3 × 6 = 7 × 6 4. a) 15 × 3 = 45
b) 7 × 5 + 3 × 5 = 10 × 5 b) 21 × 6 = 126
c) 9 × 4 + 2 × 4 = 11 × 4 c) 18 × 5 = 90
d) 5 × 2 + 1 × 2 = 6 × 2 d) 5 × 51 = 255
e) 4 × 2 + 2 × 5 = 9 × 2
f) 4 × 3 + 5 × 3 = 9 × 3 5. a) 37 × 3 = 111
b) 77 × 3 = 231
5. Children’s answers will vary. The first method is the
most efficient.
First I would add together the number of columns
Reflect
of counters (3 + 2 + 5 = 10).
Then I would multiply the number of columns by Children’s explanations may vary.
the number of rows (10 × 4 = 40). Method 1: Find the totals separately for the pencils on
There are 40 counters in total. the left-hand side (5 × 10 = 50) and on the right-hand
OR side (5 × 3 = 15) and then add these together
First I would work out how many black counters (50 + 15 = 65).
(4 × 3 = 12), white counters (4 × 2 = 8) and grey Method 2: Add together the number of packs of pencils
counters (4 × 5 = 20). (10 + 3 = 13) and multiply this by 5 (13 × 5 = 65).
Then I would add these totals together
(12 + 8 + 20 = 20).
There are 40 counters in total. 8 Multiply 2 digits by 1 digit
Reflect ➜ pages 27–29

Children’s explanations may vary. For example, 5 threes + 1. 41 × 5 = 205

2 threes = 7 threes altogether so 5 × 3 + 2 × 3 = 7 × 3. 2. a) 53 × 6 = 318
Alternatively, children may draw diagrams or write b) 47 × 3 = 141
calculations to show that 5 × 3 = 15 and 2 × 3 = 6, so c) 29 × 4 = 116
15 + 6 = 21 and 7 × 3 = 21. d) 22 × 8 = 176
3. a) 28 × 5 = 140
b) 37 × 4 = 148
7 Informal written methods c) 64 × 9 = 576
d) 7 × 32 = 224
➜ pages 24–26
4. Amal travels 270 km in 5 days.
Discover 5. Children should explain that Lee has not correctly
1. a) There are 78 eggs. considered the value of each digit in his answer.
b) There are 96 eggs. 4 ones × 6 gives 24 ones = 2 tens and 4 ones
5 tens × 6 gives 30 tens = 3 hundreds
2. a) 16 × 3 = 30 + 18 So, the answer = 3 hundreds, 2 tens and 4 ones = 324
= 48
b) 13 × 8 = 80 + 24 6. a) 57 × 3 = 171
= 104 b) 23 × 6 = 138
c) 69 × 7 = 483
3. a) 10 × 5 = 50
7 × 5 = 35
17 × 5 = 85

© Pearson Education Ltd 2022 3

Year 4B Practice Book  Unit 6 – Multiplication and division (2)

Reflect Reflect
Children’s explanations will vary. For example: Alex travels 7 days × 83 km = 581 km
There are 4 rows of 26 on the left-hand side; 2 sets of 10 Bella cycles 5 days × 127 km = 635 km
one counters are grouped to make 2 tens. In the middle Bella cycles 54 km more over the week.
the 2 sets of 10 one counters are exchanged for 2 ten
counters and 10 ten counters are now grouped together. Children’s explanations will vary, but should explain: The
first bar model is split into 7 sections, one for each day
On the right-hand side the group of 10 ten counters are of the week. Placing 83 in each section helps work out
exchanged for 1 hundred counter, showing the answer the total of 7 × 83 = 581.
of 104.
The second bar model is split into 5 sections, one for
each day of Monday to Friday. Placing 127 in each section
9 Multiply 3 digits by 1 digit helps work out the total of 5 × 127 = 635. The difference
is 635 km – 581 km = 54 km
➜ pages 30–32

1. 134 × 2 = 268 11 Basic division

2. a) 213 × 4 = 852 ➜ pages 36–38
b) 114 × 5 = 570
c) 115 × 4 = 460 1. a) 66 ÷ 3 = 22
d) 148 × 3 = 444 b) 66 ÷ 6 = 11
e) 252 × 7 = 1,764
f) 318 × 6 = 1,908 2. a) 64 ÷ 2 = 32
b) 39 ÷ 3 = 13
3. a) 122 × 6 = 732
b) 215 × 5 = 1,075 3. a) 46 ÷ 2 = 23
c) 270 × 3 = 810 b) 48 ÷ 4 = 12
d) 4 × 624 = 2,496 c) 77 ÷ 7 = 11
d) 93 ÷ 3 = 31
4. a) 293 × 5 = 1465 b) 516 × 7 = 3,612
4. Lexi is correct in saying that 8 ÷ 4 = 2 and 4 ÷ 4 = 1,
5. 8 bars of soap weigh 1,160 g. but she needs to remember that the 8 represents 8
6. Alex has incorrectly multiplied 6 × 7 to get 43 instead tens and that dividing 8 tens by 4 gives 2 tens:
of 42. She has also written 25 in the tens column 80 ÷ 4 = 20 and 4 ÷ 4 = 1, so 84 ÷ 4 = 20 + 1 = 21.
rather than exchanging 20 tens for 2 hundreds and 5. a) 40 ÷ 4 = 10
carrying the 2 into the hundreds column. 44 ÷ 4 = 11
7. 215 × 7 = 1,505 48 ÷ 4 = 12
152 × 7 = 1,064 52 ÷ 4 = 13
512 × 7 = 3,584 b) 63 ÷ 3 = 21
251 × 7 = 1,757 66 ÷ 3 = 22
69 ÷ 3 = 23
Reflect 72 ÷ 3 = 24
6. 48 ÷ 4 = 12 and 48 ÷ 2 = 24
Children’s explanations will vary. For example, column Children’s explanations may vary. For example,
multiplication or expanded multiplication. dividing the same number (48) into a larger number
of groups will give a smaller answer or 2 is half of 4 so
the answer to ÷ 2 will be double the answer of ÷ 4.
10 Solve multiplication
problems Reflect

➜ pages 33–35 Children’s methods will vary. For example: 26 is 20 + 6.

Half of 20 is 10 and half of 6 is 3. Adding these together
1. Emma uses 161 cm of ribbon. gives 13. This could be shown with a part-whole model,
counters in a diagram or base 10 equipment.
2. a) Holly travels 672 km.
b) It costs 6,048p in total for the 3 journeys.
3. Andy spends £7 and 52p in total.
4. The total weight of the cookies is 1,608 g.
5. Tower A is taller.

© Pearson Education Ltd 2022 4

Year 4B Practice Book  Unit 6 – Multiplication and division (2)

12 Division and remainders 14 Divide 3-digit numbers

➜ pages 39–41 ➜ pages 45–47

1. a) 29 ÷ 2 = 14 r 1 1. a) 188 ÷ 2 = 94
b) 97 ÷ 3 = 32 r 1 b) 189 ÷ 3 = 63
2. The diagram shows 45 ÷ 2 = 22 remainder 1. c) 195 ÷ 5 = 39
d) 275 ÷ 5 = 55
3. a) 41 ÷ 4 = 10 r 1
b) 59 ÷ 5 = 11 r 4 2. a) 128 ÷ 2 = 64 Part-whole model: 20 and 8
c) 62 ÷ 3 = 20 r 2 b) 128 ÷ 2 = 64 Part-whole model: 28
d) 89 ÷ 4 = 22 r 1 c) 156 ÷ 3 = 52 Part-whole model: 6
e) 62 ÷ 6 = 10 r 2 d) 256 ÷ 4 = 64 Part-whole model: 16
f) 98 ÷ 3 = 32 r 2 3. a) 185 ÷ 5 = 37
4. There are many possible answers. For example: b) 264 ÷ 6 = 44
13 ÷ 2 = 6 r 1; 97 ÷ 2 = 48 r 1; 25 ÷ 3 = 8 r 1; 64 ÷ 7 = 9 r 1 c) 312 ÷ 2 = 156
d) 372 ÷ 3 = 124
Reflect 4. a) 184 ÷ 4 = 46
b) 360 ÷ 9 = 40 and 27 ÷ 9 = 3
87 is an odd number and is not divisible by 4, so there 387 ÷ 9 = 43
will be a remainder. Pictures could include a part-whole 5. Children’s answers may vary. For example:
model showing 87 split into 80 and 7 or counters or base 584 = 500 + 84
10 equipment divided into 4 groups. 584 = 400 + 160 + 24
87 ÷ 4 = 21 r 3 584 = 400 + 160 + 20 + 4

Reflect
13 Divide 2-digit numbers
Children’s answers will vary. For example, partitioning
➜ pages 42–44 172 into 160 and 12 which are both divisible by 4.
172 ÷ 4 = 43
1. a) 32 ÷ 2 = 16
b) 42 ÷ 3 = 14 15 Correspondence problems
c) 52 ÷ 4 = 13
2. They each get 19 cakes. ➜ pages 48–50
3. a) 56 ÷ 4 = 14
1. a)
b) 45 ÷ 3 = 15
c) 58 ÷ 2 = 29
d) 96 ÷ 4 = 24
e) 76 ÷ 2 = 38
f) 65 ÷ 5 = 13
There are 15 different ways to choose a bucket and
4. Tilly needs 25 plant pots. a spade.
5. a) 48 ÷ 3 = 16 b) 5 × 3 = 15
b) 65 ÷ 5 = 13
2. 7 × 5 = 35
Andy has 5 T-shirts.
Reflect
3. 5 × 2 = 10, so there are 10 possible choices. The ten
possible totals are:
Children should explain that this part-whole model does
2p + £1 = £1 and 2 pence; 2p + £2 = £2 and 2 pence;
not help divide 57 by 3 because neither 40 nor 17 are
5p + £1 = £1 and 5 pence; 5p + £2 = £2 and 5 pence;
divisible by 3. When partitioning it is useful to partition
10p + £1 = £1 and 10 pence; 10p + £2 = £2 and 10 pence;
into numbers that are divisible by the divisor. Here it
20p + £1 = £1 and 20 pence; 20p + £2 = £2 and 20 pence;
would be more helpful to partition 57 into 30 and 27
50p + £1 = £1 and 50 pence; 50p + £2 = £2 and 50 pence.
which are both divisible by 3.

© Pearson Education Ltd 2022 5

Year 4B Practice Book  Unit 6 – Multiplication and division (2)

4. a) The possible 2-digit numbers that Jamilla could My journal

make are: 12, 13, 14, 15, 16, 21, 23, 24, 25, 26, 31, 32,
34, 35, 36, 41, 42, 43, 45, 46, 51, 52, 53, 54, 56, 61,
➜ page 54
62, 63, 64 and 65.
b) 6 × 5 = 30 1. 45 × 7 = 315
30 different 2-digit numbers can be made. 132 × 6 = 792
5. There are 15 different pairs of snacks that Reena can 78 ÷ 6 = 13
buy. 94 ÷ 5 = 18 r 4
2. Children should recognise that the answer is the
Reflect same but the method is different. The answers are
the same (126 × 3 = 378) whichever method is used.
Each hat can be matched with 3 scarves. There are 5 On the left-hand side the expanded method for
hats, so 5 × 3 = 15, meaning there are 15 different ways column multiplication has been used, whereas on the
of choosing one hat and one scarf. right‑hand side they have used column multiplication
and carried over the tens.

16 Efficient multiplication
Power play
➜ pages 51–53
➜ pages 55–56
1. 5 × 3 × 5
15 × 5 = 75 1. Number
2 3 4 5 6 7 8
25 × 3 = 75 divided by

There are 75 beads in total. Remainder 1 1 1 4 1 0 1

2. 7 × 2 × 7 = 98
There are 98 counters in total. 2. Number
2 3 4 5 6 7 8
First I found 7 × 7 = 49. divided by

Then I doubled 49 to get 98. Remainder 0 2 2 0 2 1 2

3. a) Children should explain that there are 16 frames

with 9 counters in each frame, organised into 3. Number
2 3 4 5 6 7 8
2 rows of 8 frames with 9 counters in each frame. divided by
So, the total number of counters can be worked Remainder 1 0 3 1 3 2 3
out using the calculation 16 × 9 or the calculation
2 × 8 × 9. Therefore, 16 × 9 = 2 × 8 × 9.
4. Children should notice that when dividing by 2 there
b) There are 144 counters in total.
is a remainder for odd numbers but no remainder for
4. Andy is correct because 5 × 3 = 15, so even numbers.
5 × 3 × 8 = 15 × 8 = 120. The remainders increase by 1 as the numbers increase
Reena is correct because 5 × 8 = 40, so 5 × 3 × 8 = 120. (for example, from 48 to 49 to 50 to 51) until a
5. 35 is equal to 5 × 7. number divisible by that number is reached and then
16 is equal to 2 × 8. the remainder is 0.
So, I can work out 35 × 16 by working out 5. This must be an odd number because it leaves a
5 × 7 × 2 × 8 = 560. remainder of 1 when divided by 2. It is divisible by
6. a) 6 × 2 × 3 × 5 × 4 × 5 = 3,600 3. It ends in a 7 (because it has a remainder of 2
b) 6 × 2 × 3 × 5 × 4 × 5 = 12 × 15 × 20 because when divided by 5 and cannot end in a 2 because
6 × 2 = 12, 3 × 5 = 15 and 4 × 5 = 20 then it would be even). One number that ends in a
7 and is divisible by 3 is 27. Now, checking the other
remainders:
Reflect 27 ÷ 4 = 6 r 3
27 ÷ 5 = 5 r 2
Children should explain that multiplication is
27 ÷ 6 = 4 r 3
commutative which means that the order in which you
27 ÷ 7 = 3 r 6
multiply the numbers does not matter. As 3 × 4 = 4 × 3,
27 ÷ 8 = 3 r 3
then 3 × 4 × 6 = 4 × 3 × 6. So, Lee started out with the number 27.

© Pearson Education Ltd 2022 6

Year 4B Practice Book  Unit 7 – Length and perimeter

Unit 7 – Length and 2. a) 18 cm

b) 28 cm
perimeter c) 18 cm
d) 30 cm
1 Measure in km and m 3. No, the perimeter is 7 cm + 4 cm + 7 cm + 4 cm
= 22 cm.
➜ pages 57–59 4. a) Width = 10 m
Length = 15 m
1. a) Children should complete the bar models to show b) Perimeter = 50 m
1,000 m in each part. 5. Jack has run further.
3 km = 3,000 m Jack runs 3 × 50 m = 150 m.
Barwich is 3,000 metres away. Evie runs 50 m + 50 m + 23 m + 23 m = 146 m.
b) Children should complete the bars to show 1,000 m
in each part. 6. a) Side length 5m 6m 7m 8m 10 m
6 km = 6,000 m Perimeter 20 m 24 m 28 m 32 m 40 m
Littleton is 6,000 metres away.
c) Children should complete the bar model to show b) Children should notice that the perimeter is equal
1 km in each part. to four times the side length.
9 km = 9,000 m
Newville is 9 kilometres away. Reflect
2. a) 5 km = 5,000 m
1 To work out the perimeter of this classroom, I would
b) 1,500 m = 1 2 km
add the sides together (two lengths and two widths):
1
c) 3,500 m = 3 2 km 6 + 5 + 6 + 5 = 22 m.
1
d) 1 4 km = 1,250 m
3. a) 6 km = 6,000 m
1
3 Perimeter of a rectangle
b) 4 2 km = 4,500 m
c) 8 km = 8,000 m ➜ pages 63–65
1
d) 7 2 km = 7,500 m
1. a) 5 cm + 3 cm + 5 cm + 3 cm = 16 cm
e) 3,700 m = 3 km and 700 m
b) 6 cm + 5 cm + 6 cm + 5 cm = 22 cm
f) 4 km and 200 m = 4,200 m
c) 14 mm + 3 mm + 14 mm + 3 mm = 34 mm
g) 7 km and 375 m = 7,375 m
h) 6,050 m = 6 km and 50 m 2. a) Width = 2 cm
b) Length = 40 mm
4. The length of the road is 9,500 m.
3. Children should match:
5. Answers will vary. Children should draw a route from A
• Perimeter = 40 m (top left) with 6 m
to B and correctly complete the number of kilometres.
• Perimeter = 10 m (bottom left) with 3 m
1
6. a) 2 km = 500 m • Sides equal 100 cm and 150 cm (top right) with 5 m
3 1
b) 4 km = 750 m • Sides equal 3 m and 1 2 m (bottom right) with 9 m.
2 4. a) Width
c) 5 km = 400 m Length
1
d) 4 km = 250 m 1 cm 7 cm
1
e) 5 km = 200 m 2 cm 6 cm
1
f) 10 km = 100 m
3 cm 5 cm

Reflect 4 cm 4 cm

1 b) Children should notice that the last shape in the

2,000 m + 500 m + 1 km = 3 2 km
table is a square because its length and width are
Children should explain converting metres to kilometres
the same.
or kilometres to metres to work out the answer.
5. a) 280 cm
b) 420 cm
2 Perimeter on a grid Children should draw a diagram to show a
rectangle with a length of 140 cm and a width
➜ pages 60–62 of 70 cm.

1. 13 cm + 13 cm + 6 cm + 6 cm = 38 cm

© Pearson Education Ltd 2022 7

Year 4B Practice Book  Unit 7 – Length and perimeter

b) 5 cm
Reflect c) Children’s explanations will vary, but may include
using the measurements provided on the opposite
Children should work out that the length is 5 cm and sides to work out the missing sides.
explain their reasoning. For example: A = 6 + 2 = 8 cm
12 – 1 – 1 = 10 and 10 ÷ 2 = 5, so the length = 5 cm. B = 7 – 2 = 5 cm
3. a) Missing sides = 9 cm and 9 cm
4 Perimeter of rectilinear Perimeter = 42 cm
1 1
b) Missing sides = 14 2 cm and 14 2 cm
shapes Perimeter = 58 cm
4. 12 m + 18 m + 12 m + 9 m + 7 m + 4 m + 7 m + 5 m = 74 m
➜ pages 66–68 The perimeter is 74 m.
1. a) Clockwise from top, the measurements are: 2 m, 5. Children’s shapes will vary depending on the routes
1 m, 2 m, 1 m, 4 m and 2 m. they took. There are more than two possible routes,
b) The perimeter of the flower bed is 12 m. but all routes must travel eight 20 m sides.
2. 18 cm
Reflect
3. a) 14 m
b) 14 m Children’s answers will vary depending on the problem
c) 20 m they have designed.
d) 26 m
4. a) The perimeter of the badge is 24 cm.
b) Children should draw: 6 Perimeter of polygons
➜ pages 72–74

1. a) 9 cm d) 15 cm
b) 25 cm e) 30 cm
c) 55 cm f) 78 cm
2. a) 80 mm c) 102 cm
b) 80 mm
3. a) 19 mm b) 49 mm
5. a) and b) Children should draw a factory with all side 4. a) 17 cm c) 56 cm
lengths labelled. All angles should be right angles b) 21 cm
(no sloping roofs).
c) Answers will vary depending on the lengths of the Reflect
sides of the factory the children drew in part a).
Children’s polygons will vary but the lengths of the sides
Reflect must total 48 cm.

Children should circle No. Amy is not correct.

Perimeter = 22 cm My journal
Amy has put a number in each corner where there is no ➜ page 75
length to measure, and she has not noticed that square
9 includes two 1 cm lengths of the perimeter instead of Children’s polygons will vary. Children should explain
just one. thinking about addition and multiplication facts for 12 to
work out the lengths of their sides.
5 Find missing lengths in
rectilinear shapes Power puzzle
➜ pages 69–71 ➜ page 76

1. a) The zookeeper needs 3 more logs. a) Children should make two rectangles with the shapes.
b) 10 logs b) Perimeter of rectangle 1: 18 squares
Perimeter of rectangle 2: 20 squares
2. a) 8 cm

© Pearson Education Ltd 2022 8

Year 4 Practice Book 4B  Unit 8 – Fractions (1)

Unit 8 – Fractions (1) Reflect

1 Count beyond 1 Many answers are possible. Children can partition a
mixed number into a whole number and a fractional part
5
➜ pages 77–79 or by splitting the whole number. For example, 2 6 could
5 2 3
be partitioned into 2 and 6 or into 1 6 and 1 6.
2
1. a) 1 5
1
b) 2 3
5 3 Number lines with mixed
c) 2 8
2. a) 4 4
3 numbers
1
b) 3 6 ➜ pages 83–85
3. Children should shade:
1 2
1. a) 1, 1 3, 1 3
a) 2 whole circles and 1 section out of 4.
3 1 2 3
b) 4, 1, 1 4, 1 4, 1 4
b) 3 whole circles and 4 sections out of 5.
3 4 1 2 3 4
c) 5, 5, 1, 1 5, 1 5, 1 5, 1 5
c) 3 whole circles and 4 sections out of 7.
1 1 1 2 1 2
4. Max is incorrect. There are 2 wholes and 6 = 2 6. 2. 5, 5 3, 5 3, 6, 6 3, 6 3, 7
3
5. Children should shade 2 whole circles and 4 of a 4 2
3. a) 6, 1 6, 1 6
5
third circle. 4 1 4
b) 2 5, 3 5, 3 5
3 1
6. 1 = 1
6 2 7 3 7
c) 3 8, 4 8, 4 8
4. Emma is not correct. The number lines shows fifths.
Reflect 3
The arrow is pointing to 2 5.
1
A mixed number is made up of a whole number and a 5. a) 2 4
(proper) fraction. 7
b) 1 9
6. a) 1 whole and 1
3
3 1
3
2 21
2 Partition a mixed number
➜ pages 80–82 0 1 2 3 4

3 3 b) 1 4 2 wholes and 65 2 1
1. a) Whole: 1 5 ; parts: 1 and 5 . 6 3

1 1
b) Whole: 2 3 ; parts: 2 and 3  .
5 5
c) Whole: 3 8 ; parts: 3 and 8  . 0 1 2 3
1 1
d) Whole: 3 6 ; parts: 3 and 6  .
4 1
2. a) 7 d) 4 3 Reflect
1 2
b) 3 and 4 e) 6 5
1 2 1 2
c) 1 4
3
f) 7 8
3 Children should count from 5 to 8: 5, 5 3, 5 3, 6, 6 3, 6 3, 7,
1 2
1 1 2 2 7 3, 7 3, 8.
3. a) 2 + 5 = 2 5 c) 4 + 3 = 4 3
1 1 7 7
b) 3 + 4 = 3 4 d) 5 + 10 = 5 10
4. There are various possible answers for the parts.
4 Compare and order mixed
For example: numbers
3
4 and 4
3 ➜ pages 86–88
3 and 1 4
3
2 and 2 4 1. Children should circle:
3 1
1 and 3 4 a) 3 5
3 5
0 and 4 4 b) 1 8
3
4 4 and 0 2. Children should circle:
1 2 1 1
4 4 and 4 or 2 a) 2 4
1 1 1
2 2 and 2 4. b) 2 5

© Pearson Education Ltd 2022 9

Year 4 Practice Book 4B  Unit 8 – Fractions (1)

1 2
3. a) 2 3 is greater than 1 3.
7 2
Reflect
b) 1 8 is greater than 1 8.
1 2 Children should draw diagrams to show two wholes split
c) 5 3 is less than 5 3.
1 8 into thirds. 1 whole and 2 thirds should be shaded to
d) 5 9 is greater than 3 9. 2 5
show that 1 3 = 3.
5 3
4. 2 6 > 2 6
2 1 3 4
5. a) 4 3 > 3 3 c) 3 5 < 3 5
7 7 1 6 Convert improper fractions
b) 2 10 < 5 10 d) 2 5 > 2
5 3 1
6. From greatest to smallest: 4 6, 4 6, 3 6.
to mixed numbers
7. ➜ pages 92–94
1 1 2 2
23 33 13 3
1. a) Children should shade 2 whole circles and
2 sections.
8 2
b) 3 = 2 3
0 1 2 3 4
2 1 1
2. a) Children should shade 1 complete rectangle and
From smallest to greatest: 1 3, 2 3, 3 3. 5 sections.
3 5
b) 18 = 1 8
Reflect
3. a) Children should shade 3 complete rectangles and
Children should explain that to compare two mixed 1 section.
13 1
numbers they should start by comparing the whole b) 4 = 3 4
number first. If the whole number is the same, then they 4. a)
17
=35
2
5
should compare the fractions. 13 3
b) 10 = 1 10
13 1
c) 6 =26
5 Convert mixed numbers to 5. Kate fills 4 2 boxes.
1

improper fractions 6. a) 1l 1l 1l 1l

➜ pages 89–91
0 0 0 0

8
1. a) 3
7
b) 1l 1l 1l 1l 1l

b) 4
11
c) 6 0 0 0 0 0
5 5 1 11 1
2. Children should explain that 5 + 5 + 5 = 5 =1+1+5
1 c) Emma has more juice.
= 2 5.
1 17
3. a) 4 4 =
2
4
16 Reflect
b) 2 7 = 7
4. a) Children should shade 3 whole circles and Children should explain that a diagram can be used to
13
1 section. write 3 as a mixed number by drawing 5 sets of 3 thirds
3 5 =
1 16 and shading 13 thirds to show 4 wholes and 1 third.
5 13 1
3 = 4 3.
b) Children
should shade 3 whole rectangles and
1 section.
3 4 =
1 13
4
7 Equivalent fractions
c) Children
should shade 1 whole rectangle and
7 sections. ➜ pages 95–97
7 17
1 10 = 10 2
1. a) 3 = 6
4

5 6 7 8 9 6 3
5. 3, 3, 3, 3, 3 b) 8 = 4
1 1 2 5 4 6
1 3 , 2, 2 3, 2 3, 3 c) 10 = 8 = 12
1 1
6. a) There are 11 2 s in 5 2 .
1 1
b) There are 22 4 s in 5 2 .

© Pearson Education Ltd 2022 10

Year 4 Practice Book 4B  Unit 8 – Fractions (1)

5 1 9 1
2. a) 8 is not equal to 2. 4. a) 45 = 5
3 3 18 2
b) 6 is not equal to 9. 45 =5
4 1 27 3
c) 8 is not equal to 4. 45 =5
4 6 36 4
d) 6 is equal to 9. 45 =5
4 9 45 5
e) 4 is equal to 9. 45 =5
3. Children should shade: b) The second denominator must be 3 times the
a)
1
is equal to
3 first denominator.
3 9 .
6 18
7 = 21
6 18
8 = 24
6 18
9 = 27
6 18
10 = 30
2 4
b) 5 is equal to 10 .
5. Various answers are possible:
5 10 15 50
a) For example, 6 = 12 = 18 = 60 .
b) Any fraction where the numerator = the
10 3 6 11
1 2 3 denominator, for example, 10 = 3, 6, 11 .
c) 4 is equal to 8 which is equal to 12 .
c) Any fraction where the denominator = 8 times the
1 2 3 10
numerator, for example, 8 = 16 = 24 = 80 .
12 9
6. Children should explain that 20 and 15 are both
3
equivalent to 5.

3 Reflect
4. Lee has shaded 3 out of 4 sections = 4.
3 1
Zac has shaded 3 out of 8 sections = 8. The denominator of fractions that are equivalent to 4 is
These are not the same fraction. 4 times its numerator.
1 2 5 10
3
=8>8
6 3 For example, 4 = 8 = 20 = 40
4

Reflect 9 Simplify fractions

Equivalent fractions on a fraction wall are the
➜ pages 101–103
same length.
1 2 2 1 5 1
For example, on this wall 2 = 4. 1. a) 10 = 5 b) 10 = 2
6 2 10 5
2. a) 9 = 3 b) 12 = 6
8 Equivalent fraction families 3.
2
➜ pages 98–100 5

1 3 4
1. a) 2 = 6
4 8 5
b) 5 = 10
1 2 1
c) 4 = 8
3
10 2
d) 15 = 3
1 4 1 4 1
2. a) 2 = 8 d) 6 = 24 2
3 15 2 6
b) 4 = 20 e) 7 = 21
3 9 20 10 5 3
c) 5 = 15 f) 24 = 12 = 6 4
3. 1 2 10 5 2 11
5 3 20 6 9 12
4. Richard ate the least amount of chocolate.

4 6 55 4 1 10
6 27 60 20 2 12

© Pearson Education Ltd 2022 11

Year 4 Practice Book 4B  Unit 8 – Fractions (1)

12 2
5. a) 30 should be simplified by dividing by 6 to give 5.
8 1
b) 32 should be simplified by dividing by 8 to give 4.
18 1
c) 36 should be simplified by dividing by 18 to give 2
or children should recognise that 18 is half of 36.
3
6. Children should not agree. 9 can be simplified further
3 1
by dividing by 3: 9 = 3.

Reflect
A fraction is in its simplest form when 1 is the only
common factor of the numerator and the denominator.

My journal
➜ page 104

There are many possible answers.

3 6 30
12 = 24 = 120
3 1
12 = 4 in its simplest form.
6 3 12
18 = 9 = 36
6 1
18 = 3 in its simplest form.
11 22 33 44
20 = 40 = 60 = 80
11
20 is already in its simplest form.

Power play
➜ page 105

There are many possible answers for each of the

questions on the board.
3 6 9 12
• A fraction equivalent to 4 = 8, 12, 16.
15 3 45 30
• A fraction equivalent to 20 = 4, 60, 120.
1
• A fraction less than 2 could be any unit fraction
1 1 1
(3, 4, 5)or any fraction where the numerator is less than
3 4 5
half of the denominator (10, 9, 12).
11
• 13 can’t be simplified because the numerator and
denominator do not share a common factor other than
1, they are both prime numbers.
1
• A fraction equivalent to 3 could be any fraction where
2 3 4
the denominator is 3 × the numerator (6, 9, 12).
1
• A fraction less than 3 could be any unit fraction with
1 1 1
a denominator greater than 3 (4, 5, 6) or any fraction
where the numerator is less than a third of the
2 3 4
denominator (9, 12, 15).
21 7
• 24can be simplified to 8 because the 3 is a factor of
both the numerator and denominator.
22 2
• A fraction equivalent to 33 could be 3 or any fraction
2
that is equivalent to 3.
1
• A fraction equivalent to 9 could be any fraction where
2 3 4
the denominator is 9 times the numerator (18, 27, 36).

© Pearson Education Ltd 2022 12

Year 4B Practice Book  Unit 9 – Fractions (2)

Unit 9 – Fractions (2) 2 Add fractions and mixed

numbers
1 Add and subtract two or
more fractions ➜ pages 109–111
1 1 2 1
➜ pages 106–108 1. a) 1 4 + 4 = 1 4 = 1 2
1 2 3
4 4 8
b) 1 4 + 4 = 1 4
1. a) 9 + 9 = 9 1 3 4
5 6 11
c) 1 4 + 4 = 1 4 = 2
b) 9 + 9 = 9 1 5 2 1
7 8 15
d) 1 4 + 4 = 2 4 = 2 2
c) 9 + 9 = 9 2 2 1
2. a) 2 3 + 3 = 3 3
8 3 5
d) 9 – 9 = 9 4 3 2
b) 1 5 + 5 = 2 5
11 5 6
e) 9 – 9 = 9 4 2 6
3. a) 1 7 + 7 = 1 7
15 11 4
f) 9 – 9 = 9 4 3 7
b) 1 7 + 7 = 1 7 = 2
3 3 6
2. a) 7 + 7 = 7 4 5 9 2
c) 1 7 + 7 = 1 7 = 2 7
2 4 6
b) 5 + 5 = 5 4 610 3
d) 1 7 + 7 = 1 7 =27
11 5 6
c) 12 – 12 = 12 7 9 6 3
4. 1 10 + 10 = 2 10 = 2 5 kg
3 1 9 13
d) 10 + 10 + 19 = 10 3 3 2
5. 3 4 + 4 = 4 4 = 4 2
1
3 3 3 9 4 4 3
e) 5 + 5 + 5 = 5 6. a) 2 5 + 5 = 3 5
13 11 6 3
f) 8 ninths + 5 ninths = 9 b) 1 7 + 7 = 3 7
3. 6 3 11
+
7 7 7 Reflect
5 1 6
+ +
7 7 7
1 Children should explain using a fraction strip to help
them add a mixed number to a fraction. They should also
3 4
+ 12 explain crossing from one whole to another.
7 7 7

6 5
+
7 7
12
7 3 Subtract from mixed
numbers
4. a) Fred has added the denominators together,
when he should only have added the ➜ pages 112–114
numerators together.
10 5 2 1 3 2 1
b) 8 (4 or 1 8 or 1 4) 1. a) 2 5 – 5 = 2 5
3 3
5. Missing numbers: b) 2 5 – 5 = 2
4 3 7 4 3 2 4 4 3 3 4 4
a) 5 + 5 = 5 5+5=15 5+5=15 c) 2 5 – 5 = 1 5
11 4 7 7 4 3 5 1 3 7 1
b) 13 – 13 = 13 8–8 =8 6+6=1 d) 2 5 – 5 = 1 5
c) Different answers are possible. For example: 7 9 8 4
2. 2 10 – 10 = 1 10 = 1 5 kg
15 3 6 6 7 3 4 1
8 = 8 + 8 + 8 (missing numerators should total 12) 3. a) 1 8 – 8 = 1 8 = 1 2
15 5 5 5
8 = 8 + 8 + 8 (missing numerators should total 10) 1 5
b) 2 9 – 9 = 1 9
5
15 4 5 6
8 = + + (missing numerators should total 11)
8 8 8
2 4
4. a) 3 5 – 5 = 2 5
3
15 6 5 4
= + + (missing numerators should total 9). 1 2 2
8 8 8 8 b) 3 3 – 3 = 2 3
5 7 6
Reflect c) 1 8 – 8 = 8
2 5 5
d) 3 8 – 8 = 2 8
Children’s diagrams may vary. For example, they may 5 11 6 1
4 e) 7 12 – 12 = 7 12 = 7 2
draw a number line marked in fifths and count on 5 from 2 7 5
4 4 f) 4 10 – 10 = 3 10
5 or they may draw two shapes divided into fifths with 5
1 5 4
of each shape shaded. g) 5 8 – 8 = 4 8
1 3 3
h) 7 5 – 5 = 6 5

© Pearson Education Ltd 2022 13

Year 4B Practice Book  Unit 9 – Fractions (2)

9 3
5. 2 11 – 11 – 11 = 1 11
9 8
5 Problem solving – add and
6. a) Millie has enough juice for 3 days. subtract fractions (1)
1
b) There is 7 of a litre of juice left over.
➜ pages 118–120
Reflect 2
1. a) There is 2 7 kg of flour left in the cupboard.
1 3 3 4
25–5=15 b) Tulpesh uses 1 7 kg of flour.
Children’s diagrams may vary. For example, a fraction 2
c) 2 7 kg of flour is used in total.
1 3
strip showing 2 5 with 5 crossed out. 2
2. The farmer ploughed 1 7 acres of his field in total.
9
3. 17 of the juice is remaining.
4 Subtract from whole 3
4. Children’s answers will vary. For example: 8 + 8 – 8 = 8
9 5 7
8 6 7 7
amounts or 8 + 8 – 8 = 8.
4
5. 7 kg of strawberries were left.
➜ pages 115–117
3 8 3 5
Reflect
1. 2 – 8 = 1 8 – 8 = 1 8.
5 Children’s answers will vary.
Amelia has 1 8 cake left.
1 4
2. a) 3 – 5 = 2 5
2
b) 3 – 5 = 2 5
3 6 Problem solving – add and
3
c) 3 – 5 = 2 5
2 subtract fractions (2)
4 1
d) 3 – 5 = 2 5
➜ pages 121–123
5 5 0
e) 3 – 5 = 1 5 or 2 5 = 2
12 1
4
3. a) 3 – 7 = 2 7
3 1. 8 or 1 2 of the omelettes have been eaten in total.
9 2 7
b) Children should explain that Mary has worked out 2. a) 5 – 5 = 5
5 2 2 3 4 7
the answer to 7 – 7, not 5 – 7. Mary has forgotten b) 5 + 5 = 5
35 1 1 5 7
that the 5 represents 5 wholes or 7 . c) 5 + 5 + 5 = 5
2 5
The correct answer is 5 – 7 = 4 7. d) 1 + 5 = 5
2 7
6 3 7 2 8 1
4. a) 4 – 9 = 3 9 4–9=3 4–9=39 10 3 7
e)
5 –5=5
9
6 3 7 2 8 1
b) 5 – 9 = 4 9 5–9=4 9 5–9=49 3 7
f) 2 – 5 = 5
2 1 2 1 2 1
c) 10 – 3 = 9 3 8–3=7 3 6–3=53 1 2 7
g) 2 – 5 – 5 = 5
3 1 4 1 9 1
d) 6 – 4 = 5 4 6–5=5 5 6 – 10 = 5 10 3 3 1 7
h) 5 + 5 + 5 = 5
4 3
5. a) 5 – 7 = 4 7 5 3 4 4
3. a) 6 + 6 – 6 = 6
2 1
b) 1 – 3 = 3 7 5 8 10
b) 9 – 9 + 9 = 9
2 7
c) 16 – 9 = 15 9 3 2 8 2
c) 1 + 5 + 5 – 5 = 5
2 1 1
d) 10 – 3 = 9 3 4. Two full jars of coffee can be made with 8 left over.
2 3 3 7 7 7 8 8 1 1
e) 5 – 5 = 4 5 8 + 8 + 8 = 18 = 8 + 8 + 8 = 2 8
1 3 1
f) 10 – 4 = 9 4 5. Florence runs 2 4 km more than Kofi.
3 2 3 3 3 3 2 3
6. No, Jen will not complete the run in less than 1 hour. 6. a) 6 + 5 + 6 + 5 = 6 + 6 + 5 + 5 = 1 + 1 = 2
5 5 5 5 5 5 30 4 3 5 3 4 3 3 5
After 60 mins Jen will have run: 8 + 8 + 8 + 8 + 8 + 8 = 8
b) 7 + 8 + 8 + 7 = 7 + 7 + 8 + 8 = 1 + 1 = 2
6
= 3 8 km. 4 1 2 2 1
c) 5 + 5 – 3 = 1 – 3 = 3

Reflect Reflect
2 7
No, the calculation is not correct. 4 – 9 = 3 9 Children’s calculations will vary. For example,
Children’s diagrams may vary. For example, 4 circles 7 10 7 17
1 + 10 = 10 + 10 = 10 .
divided into ninths with 2 ninths crossed out to leave
3 wholes and 7 ninths.

© Pearson Education Ltd 2022 14

Year 4B Practice Book  Unit 9 – Fractions (2)

7 Problem solving – add and 4. Cailyn has made the number 387.
3 2
subtract fractions (2) 5. a) 5 of 40 = 3 of 36
3 2
b) 5 of 40 = 5 of 60
➜ pages 124–126
Reflect
1. a) 42 ÷ 7 = 6
The small teddy bear is 6 cm tall. 2
Eva has found 3 of 18 (a part) instead of the whole
b) 42 ÷ 7 = 6 2
if 3 = 18.
6 × 4 = 24 2 1 3
The medium teddy bear is 24 cm tall. If 3 = 18, then 3 = 9 and 3 = 27.
1 The original number is 27 not 12.
2. a) 3 of 30 m = 10 m
2
b) 3 of 27 kg = 18 kg
5
c) 6 of £18 = £15 My journal
3. The statement is true.
➜ page 130
3 3 78
8 of 24 is 8 × 24 = 8 = 9.
6 5 6 5 11
1
of 36 is
1 36 1. a) 1 = 6 so, 1 6 = 6 + 6 =
4 × 36 = 4 = 9.
6
4
5 3 8 6 2 2
4. b) 6 + 6 = 6 = 6 + 6 = 1 6
2
3
of 18 15 6 5 6 5 1
c) 2 = 1 + 6 so, 2 – 6 = 1 6 – 6 = 1 6
1
9
of 18 7

5
Power puzzle
6
of 18 2
➜ page 131
7
18
of 18 12
Emma gets 8 grapes, Andy gets 13 grapes, Reena gets
1
5. a) 3 of 6 = 2 9 grapes and Lee gets 9 grapes.
1
b) 5 of 40 = 8 Holly eats 9 grapes in total.
1
c) 7 of 70 kg = 10 kg Andy gets the most grapes.
5
d) 6 of 42 = 35
5
6. 7 of 56 is 40, so Chloe scored 40 marks in the test.
3
8of 56 is 21, so Mike got 21 marks wrong in the test.
He therefore scored 56 – 21 = 35 marks in the test.
Chloe got 5 more marks than Mike.

Reflect
Children should write a question based on the
7
calculation 9 of 45 cm = 35 cm. For example: A piece of
7
ribbon is 45 cm long. Amy cuts 9 of the ribbon. How long
is the piece Amy cuts?

8 Problem solving – add and

subtract fractions (2)
➜ pages 127–129
2
1. 9 of 36 is greater.
2. a) 60
b) 45
3. a) Red = 2 Blue = 6 Yellow = 8
b) Red = 24 Blue = 6 Green = 10

© Pearson Education Ltd 2022 15

Year 4B Practice Book  Unit 10 – Decimals

Unit 10 – Decimals 3 Tenths on a place value grid

1 Tenths as fractions ➜ pages 138–140

➜ pages 132–134 1. a) 1·7

b) 2·6
2 1
1. a) 10 = 5 is shaded. 2. a) The number 4·3 has 4 ones and 3 tenths.
9
b) 10 is shaded. b) The number 2·6 has 2 ones and 6 tenths.
3
2. a) 10 of the cubes are grey. 3. a) Children should draw 3 ones counters and 5 tenths
6 3 counters.
b) 10 = 5 of the beads are grey. b) Children should draw 4 tens counters, 2 ones
1
3. a) 10 counters and 6 tenths counters.
5 1
b) 10 = 2 4. a) Filip is not correct because there are 4 tens and 0
4. Children should shade in 7 sections of each diagram ones, not 4 ones.
in parts a) to c). b) Filip has made the number 40·6.

5. Annie is not correct. Although 3 pieces are shaded, 5. a) 3·7 has 37 tenths.
the shape is not divided into 10 equal pieces so these b) 24·7 has 247 tenths.
3
pieces do not represent 10 . c) 73·5 has 735 tenths.

6. Children should shade in half of 1 section of each 6. This number has 7 tenths. 74·5

diagram in parts a) and b).

The digit in the tenths column is 1 more
7·6
than the digit in the ones column.

Reflect
There are more ones than tenths. 0·7

Children should explain that there are 10 tenths in a

whole. Children may use 1 ÷ 10 = 0·1 (1 tenth), so 7. a) The largest decimal Olivia can make is 87·6.
1 tenth × 10 = 1. They may show a shape divided into b) The smallest decimal Olivia can make is 26·7.
10 equal pieces or a ten frame filled with 10 counters.
Reflect
2 Tenths as decimals Children should show 3·5 and 17·5 on a place value grid.
They should explain that both numbers have 5 tenths
➜ pages 135–137 but they have a different number of tens and ones.

1. a) 1·0
b) 0·5 4 Tenths on a number line (1)
c) 0·9
2. a) Children should explain that Danny is wrong ➜ pages 141–143
because 10 tenths makes 1 or one whole. 0·10 is 4 5 6 7 8 9
the same as 0·1. 1. a) 10 , 10 , 10 , 10 , 10  , 10
b) Danny has made 1. b) 0·2, 0·3, 0·5, 0·6, 0·9, 1
c) 2·2, 2·4, 2·7, 2·9
3. a) Children should draw three 0·1 counters.
b) Children should draw six 0·1 counters. 2. The arrows point to 3·2, 3·5 and 3·7.
4. a) The white cubes represent 0·7 of the whole. 3.
4·1 4·6 4·8
b) The white beads represent 0·4 of the whole.
5. a) Children should shade in 2 sections.
b) Children should shade in 2 sections. 4 5
c) Children should shade in half of 1 section.
4. When Ambika reaches 2·9, the next number should
Reflect be 3 not 2·10. Children might explain that 10 tenths
equals 1 not 0·1 or that 2·10 is the same as 2·1.
Children’s answers may vary. Various representations 5. 4·8, 4·9, 5, 5·1
are possible including 2 tenths counters in a place value 6. 3·9, 4, 4·1, 4·2, 4·3, 4·4, 4·6, 4·7, 4·8, 4·9, 5·1, 5·2
grid, 2 counters in a ten frame or a fraction strip divided
into 10 with 2 sections shaded. 7. 3·9 1
4 
2 4·6 5·0

4·3

© Pearson Education Ltd 2022 16

Year 4B Practice Book  Unit 10 – Decimals

5. Children should explain that 1 ones counter is equal

Reflect to 10 tenths counters. However, Max is not just
exchanging 1 ones counter for 10 tenths counters, he
After 4·9 the next number is 5 as 10 tens is equal to 1. 1
is dividing the ones counters by 10. 1 ÷ 10 = 10 or 0·1
The correct number line is: 4·7, 4·8, 4·9, 5, 5·1, 5·2, 5·3, 5·4, or 1 tenth.
5·5, 5·6, 5·7, 5·8, 5·9, 6, 6·1. 6. I disagree because 5 divided by 10 does not
5
equal 2. 5 ÷ 10 = 10 or 0·5.

5 Tenths on a number line (2) 7. Children should notice that when a single-digit
number is divided by 10 the answer will have the
digit in the tenths column and 0 in the ones column.
➜ pages 144–146
The pattern will continue: 4 ÷ 10 = 0·4, 5 ÷ 10 = 0·5.
1 a)
Reflect

0 1 2 3 4 Children’s explanations will vary but methods might

b) include using a place value grid and exchanging to
convert the ones into tenths and then dividing these by
10. Answers should show that when a 1-digit number is
0 1 2 3 4 divided by 10 the answer will have the digit in the tenths
c) column and 0 in the ones column.

0 1 2 3 4 7 Divide 2-digits by 10
d)
➜ pages 150–152

0 1 2 3 4 1. a) Andy could move the counters on the place value

grid. He should move the 3 ones to the tenths
2. The arrows point to 7·5, 8·7, 9·3 and 10·9.
column and the 1 ten to the ones column.
3. a) The worm is 1·1 cm long. b) 13 ÷ 10 = 1·3
b) The ladybird is 0·8 cm long. c) Children should explain that when you divide by
4. a) The container holds 9·3 ml of water. 10, the digits move one place value column to the
b) The container holds 15·9 ml of water. right.
5. a) The grasshopper is 9·6 cm long. 2. a) 15 ÷ 10 = 1·5 f) 7 ÷ 10 = 0·7
b) The second grasshopper is 8·9 cm long. b) 19 ÷ 10 = 1·9 g) 19 ÷ 10 = 1·9
c) 25 ÷ 10 = 2·5 h) 38 ÷ 10 = 3·8
d) 50 ÷ 10 = 5 i) 77 ÷ 10 = 7·7
Reflect
e) 93 ÷ 10 = 9·3 j) 100 ÷ 10 = 10
Children’s answers will vary depending on the objects 3. Each section in the bar model represents 7·6.
they measure. 4. Each piece of rope is 2·8 m long.
5. 43 ÷ 10 = 3·4 False
6 Divide 1-digit by 10 10 ÷ 43 = 4·3 False
43 ÷ 10 = 4·3 True
4·3 = 43 ÷ 10 True
➜ pages 147–149
6. a) 64 ÷ 10 = 6·4 d) 4·4 = 44 ÷ 10
1. 3 ÷ 10 = 0·3 b) 18 ÷ 10 = 1·8 e) 39 ÷ 10 = 3·9
c) 72 ÷ 10 = 7·2 f) 6·5 = 65 ÷ 10
2. a) 4 ÷ 10 = 0·4
b) 7 ÷ 10 = 0·7 7. This statement is sometimes true. If the 2-digit
c) 9 ÷ 10 = 0·9 number has the digits 1 to 9 in the ones column then
d) 2 ÷ 10 = 0·2 dividing by 10 will give an answer with a digit in the
tenths column. However, if the 2-digit number has a 0
3. a) Each section in the bar model represents 0·5.
in the ones column, then dividing by 10 will give a 0 in
b) Each section in the bar model represents 0·6.
the tenths column, which does not need to be written
4. a) 6 ÷ 10 = 0·6 e) 4 ÷ 10 = 0·4 in. For example: 12 ÷ 10 = 1·2 but 10 ÷ 10 = 1.
b) 8 ÷ 10 = 0·8 f) 0·5 = 5 ÷ 10
8. The missing number could be 78, 77, 76, 75 or 74.
c) 1 ÷ 10 = 0·1 g) 0·3 = 3 ÷ 10
There are 5 ways to complete the statement.
d) 0 ÷ 10 = 0 h) 10 ÷ 10 = 1

© Pearson Education Ltd 2022 17

Year 4B Practice Book  Unit 10 – Decimals

4. 16 18 20 22 24
Reflect Fraction
100 100 100 100 100
Decimal 0·16 0·18 0·20 0·22 0·24
Same: Both are being divided by 10. The digits stay the Children’s answers in the final column will vary but
same but their positions in the place value grid changes should be equivalent.
– they will move one place to the right. The digit in the 32
ones column will become the digit in the tenths column. 5. a) 100 = 0·32
27
Answers will have no digit in the tens column. b) 0·27 = 100
39
Different: The answer when dividing the 2-digit number c) 0·39 = 100
by 10 will have a (non-zero) digit in the ones column, d) Nineteen hundredths = 0·19
whereas the answer when dividing the 1-digit number by e) 0·46 = 46 hundredths
10 will have zero in the ones column. Dividing the 2-digit 52
number by 10 could make a whole number (if the 2-digit f) 100 = 0·52
59
number was a multiple of 10) but dividing the 1-digit g) 0·59 = 100
number by 10 will always produce a decimal. 93
h) 100 = 0·93
i) Ninety hundredths = 0·9
8 Hundredths as fractions j) 0·03 = 3 hundredths
6. I disagree because only 5 of 100 squares are
5
➜ pages 153–155 shaded which is 100 = 0·05. If 0·5 of the grid was
50
shaded, 100 squares would be shaded.
2 23
1. a) 100 7. Mo has 100 , or 0·23.
17 45
b) 100 Isla has 100 , or 0·45.
31 32
c) 100 Zac has 100 , or 0·32.
97
d) 100
2. Children should shade: Reflect
a) 14 squares
b) 30 squares Children’s representations will vary. For example, they
10 1 may shade in 35 squares on a 100 square or show
3. a) 100 = 10
29
3 tenths counters and 5 hundredths counters on a place
b) 100 value grid.
70 7
4. 100 and 10 of the grid is shaded.
5. a) Children should explain that both are correct
3 30 3 7 10 Hundredths on a place
because 10 is equivalent to 100 , so 10 + 100
37
is equivalent to 100. value grid
5 50
b) 10 is equivalent to 100, so children should shade
53 squares. ➜ pages 159–161

1. a) 0·38 c) 2·85 e) 13·8

Reflect b) 0·72 d) 2·03 f) 13·85

23 out of 100 squares are shaded in which represents 100

23 2. Children should draw 1 ones counter, 3 tenths
or 2 tenths and 3 hundredths. counters and 5 hundredths counters.
3. a) Children should circle: 0·57 and 7·58.
b) Children should circle: 0·03 and 7·13 and 9·33.
9 Hundredths as decimals 4. a) The value of the 7 digit is 7 tenths.
b) The value of the 2 digit is 2 hundredths.
➜ pages 156–158 c) The value of the 2 digit is 2 ones.
1. a) 0·02 5. a) Part: 0·07
b) 0·15 b) Part: 0·8
c) 0·51 c) Parts: 1, 0·8 and 0·07
d) 0·95 d) Whole: 0·75
2. Children should shade: 6. a) 6·18 = 6 + 0·1 + 0·08
a) 7 squares b) 1·59 = 1 + 0·5 + 0·09
b) 28 squares c) 5·61 = 5 + 0·6 + 0·01
d) 7·03 = 7 + 0·03
3. 0·11 e) 7·83 = 7 + 0·03 + 0·8

© Pearson Education Ltd 2022 18

Year 4B Practice Book  Unit 10 – Decimals

7. Lee had 5 tenths and 10 hundredths which are Children should notice that the digits move 1 column to
equivalent to 1 tenth so his place value grid the right when you divide by 10 and 2 columns to the
represents 0·6 which is 6 tenths. right when you divide by 100.
2. The mass of each box is 4·5 kg.
Reflect 3. 83 ÷ 10 = 8·3
Children’s answers may vary but they should know that 4. Children should circle: 3 hundredths.
8·45 has 8 ones, 4 tenths and 5 hundredths. 5. a) 56 ÷ 10 = 5·6 c) 72 ÷ 10 = 7·2
56 ÷ 100 = 0·56 72 ÷ 100 = 0·72
b) 34 ÷ 10 = 3·4 d) 14 ÷ 10 = 1·4
11 Divide 1 or 2 digits by 100 34 ÷ 100 = 0·34 14 ÷ 100 = 0·14
6. a) 68 ÷ 10 = 6·8 d) 4·9 = 48 ÷ 10
➜ pages 162–164
b) 46 ÷ 100 = 0·46 e) 0·97 = 97 ÷ 100
c) 0·18 = 18 ÷ 100 f) 0 ÷ 100 = 0
1. a) Children should shade in 1 square on each
hundredths grid. 7. a) 96 ÷ 10 = 9·6, so Danny started with the number 96.
b) 5 ÷ 100 = 0·05 96 ÷ 100 = 0·96
b) 7 ÷ 100 = 0·07, so Bella started with the number 7.
2. Children’s explanations may vary. For example:
7 ÷ 10 = 0·7
The values of the digits change but the order of the 1
digits remains the same. 8. 10 of 7 = 0·7
The digits move 2 columns to the right when dividing 1
of 70 = 0·7
100
by 100. 1 1
So, when you divide 15 by 100 the answer is 0·15. So, 10 of 7 is equal to 100 of 70.
3. Missing numbers:
a) 9 ÷ 100 = 0·09 f) 42 ÷ 100 = 0·42 Reflect
b) 12 ÷ 100 = 0·12 g) 7 ÷ 100 = 0·07
c) 17 ÷ 100 = 0·17 h) 70 ÷ 100 = 0·7 Children’s answers may vary but they might explain that
d) 28 ÷ 100 = 0·28 i) 83 ÷ 100 = 0·83 when dividing a number by 10 or 100 the values of the
e) 35 ÷ 100 = 0·35 j) 99 ÷ 100 = 0·99 digits change but the order of the digits remains the
same. The digits move one column to the right when
4. There are 0·48 litres of water in each bucket. dividing by 10 and 2 columns to the right when dividing
5. a) 2 ÷ 100 = 0·02 c) 60 ÷ 100 = 0·6 by 100.
b) 38 ÷ 100 = 0·38 d) 33 ÷ 100 = 0·33 They might also explain that dividing by 100 is the same
6. False as dividing by 10 and then dividing by 10 again.
False
True
True My journal
5
7. a) The value of the digit 5 in the answer is or
100
5 hundredths. ➜ page 168
9
b) The value of the digit 9 in the answer is 100 or
9 hundredths. 1. Children should make the following numbers: 1·34,
1·43, 3·14, 3·41, 4·13, 4·31, 13·4, 14·3, 31·4, 34·1, 41·3
and 43·1.
Reflect
2. Children’s answers will depend on the number they
Children should explain that
12
is the same as 12 ÷ 100, have chosen. Visual representations could include
100 place value grids, hundredths grids and part-whole
12
so if you know that 100 = 0·12 then you know
models.
12 ÷ 100 = 0·12.

12 Divide by 10 and 100 Power play

➜ page 169
➜ pages 165–167
Check that children understand the difference between
1. a) 12 ÷ 10 = 1·2 12 ÷ 100 = 0·12
moving 0·1 more or less and 0·01 more or less.
b) 35 ÷ 10 = 3·5 35 ÷ 100 = 0·35
c) 48 ÷ 10 = 4·8 48 ÷ 100 = 0·48
d) 57 ÷ 10 = 5·7 57 ÷ 100 = 0·57
e) 91 ÷ 10 = 9·1 91 ÷ 100 = 0·91

© Pearson Education Ltd 2022 19