Month: February 2012

KS2 Maths SAT Paper B 2011: Question 7

Here are the answers and tips on how to go about answering question 7 from the KS2 Maths SAT Paper B 2011. Two small boats are positioned along a centimetre scale and two questions follow.

The answer to question 7a:   1 ½ or 1.5
One mark awarded for a correct answer.
Suggested method:
This question is all about reading scales. The first thing to work out is how the scale has been labelled, which is every centimetre, with every half centimetre marked but not labelled. To work out the distance between the two boats read the scale at the end of boat 1, which is 8 cm and the scale at the start of boat 2, which is 9.5 cm. Subtract to find the difference.
Alternatively, count the number of half centimetre units between the boats, which is 3.
3 half centimetres is 1.5 cm.

The answer to question 7b: 1
One mark awarded for a correct answer.
Suggested method:
Find the length of boat 1, which is 3 cm.
Find the length of boat 2, which is 4 cm.
Subtract 3 cm from 4 cm to leave 1 cm.
Unusually for this type of question it is drawn to actual size so a ruler could be used.
Please note that a pdf printout may not be exactly the size of the original page, depending on printer settings.

Question 7

Question 7 answers and suggested method 2011 paper B

Year 5 maths worksheet: multiplication

Here is the second in a mini-series of maths worksheets that look at using knowledge of multiplication and tables to complete number sentences.

Again, the most important aspect of this page is to illicit what processes children use to answer the questions, and it is a worthwhile experience to ask yourself exactly how you went about it in your mind to reach the answer – it is not necessarily the way we would explain to children, yet it could well be a very effective way. Let’s look at a couple of the questions;

Question 3: ? x 4 = 44.

This I can answer without doing any kind of calculation in my head because I know, off by heart, that 4 x 11 = 44.

Question 7: ? x 5 = 110

A harder question which can be tackled several ways. I actually worked from knowing that 20 fives make 100 and then adding two more fives for the ten, making the answer 22. I probably wouldn’t suggest this to children. What I would suggest is double the 110 to make 220 and then divide by ten to make 22 (and explaining why this method works).

Complete multiplication number sentences (2)