CAMBRIDGE PRIMARY

Mathematics
Challenge

Name:

6
Contents
Numbers........................................................ 4–9 Fractions, decimals and percentages..... 51–54

Multiplication and division (1)................. 10–12 Ratio and proportion................................ 55–56

Number sequences.................................. 13–14 Metric and imperial measures................. 57–59

Length and time........................................ 15–20 Time............................................................ 60–61

2D and 3D shapes.................................... 21–27 Area and perimeter.................................. 62–64

Transforming shapes................................. 28–30 3D shapes.................................................. 65–67

More numbers........................................... 31–37 2D shapes and transformations............... 68–69

Multiplication and division (2)................. 38–40 Angles........................................................ 70–72

Mass and capacity................................... 41–43 Problems and puzzles............................... 73–77

Handling data........................................... 44–47 Photocopiable resources.......................... 78–83

Probability.................................................. 48–50 Answers...................................................... 84–88

Emma Low
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First published 2016
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This book is part of the Cambridge Primary Maths project.

This is an innovative combination of curriculum and resources
designed to support teachers and learners to succeed in primary
mathematics through best-practice international maths teaching
and a problem-solving approach.

To get involved, visit

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 Introduction
This Challenge activity book is part of a series of 12 write-in •  Vocabulary assists with difficult mathematical terms,
activity books for primary mathematics grades 1–6. It can be particularly when English is not the learner’s first language.
used as a standalone book, but the content also complements Learners should read through the key vocabulary. Where
Cambridge Primary Maths. Learners progress at different rates, so necessary, they should be encouraged to clarify their
this series provides a Challenge and Skills Builder activity book understanding by using a mathematical dictionary or by,
for each Primary Mathematics Curriculum Framework Stage to ideally, seeking adult help.
broaden the depth of and to support further learning. •  Hints prompt and assist in building understanding, and steer
the learner in the right direction.
The Challenge books extend learning by providing stretching
activities to increase the depth of maths knowledge and skills. •  You will need gives learners, teachers and parents a list of
Support is given through short reminders of key information, resources for each activity.
topic vocabulary, and hints to prompt learning. These books •  Photocopiable resources are provided at the end of the book,
have been written to support learners whose first language is for easy assembly in class or at home.
not English. •  Links to the Cambridge International Examinations Primary
Mathematics Curriculum Framework objectives and the
How to use the books
corresponding Cambridge Primary Mathematics Teacher’s
The activities are for use by learners in school or at home, with Resource are given in the footnote on every page.
adult support. Topics have been carefully chosen to focus on
•  Calculators should be used to help learners understand
those areas where learners can stretch their depth of knowledge.
numbers and the number system, including place value and
The approach is linked directly to Cambridge Primary Maths, but
properties of numbers. From Stage 5, learners are expected
teachers and parents can pick and choose which activities to cover,
to become proficient in using calculators in appropriate
or go through the books in sequence.
situations. This book develops the learner’s knowledge of
The varied set of activities grow in challenge through each unit, number without a calculator, although calculators can be
including: useful for checking work.
•  c losed questions with answers, so progress can be checked Note:
•  questions with more than one possible answer When a ‘spinner’ is included, put
•  a ctivities requiring resources, for example, dice, spinners or a paperclip flat on the page so the
digit cards end is over the centre of the spinner. 1 2
•  a ctivities and games best done with someone else, in class or Place the pencil point in the centre
at home, which give the opportunity for parents and teachers of the spinner, through the paperclip. 5 3
to be fully involved in the child’s learning Hold the pencil firmly and spin the
paperclip to generate a result. 4
•  a ctivities to support different learning styles: working
individually, in pairs, in groups Tracking progress
•  A
 final section of problems and puzzles is provided to Answers to closed questions are given at the back of the book –
challenge learners at the end of Grade 6. these allow teachers, parents and learners to check their work.
How to approach the activities When completing each activity, teachers and parents are
Space is provided for learners to write their answers in the book. advised to encourage self-assessment by asking the students
Some activities might need further practice or writing, so students how straightforward they found the activity. When learners are
could be given a blank notebook at the start of the year to use reflecting on games, they should consider how challenging the
alongside the book. Each activity follows a standard structure. mathematics was, not who won. Learners could use a ✓/ ✗ or
•  R
 emember gives an overview of key learning points. It red/green colouring system to record their self-assessment for
introduces core concepts and, later, can be used as a revision each activity.
guide. These sections should be read with an adult who
These assessments provide teachers and parents with an
can check that the learner understands the material before
understanding of how best to support individual learners’
attempting the activities.
next steps.
 The number system
Remember
You will need: resource 1,
To solve these problems you need to understand that the
page 78
position of a digit in a number is important to its value.
Some of the positions are millions, hundred thousands,
ten thousands, thousands, hundreds, tens, ones, Vocabulary
tenths, hundredths, thousandths. million
<, > and = are signs used to compare two values. < means
‘less than’, > means ‘greater than’, and = means ‘equal to’.

1 Expand each of these numbers and shade the corresponding sections of the
place-value chart. You will reveal a hidden number.
37005.92, 790 083.19, 251 030.75, 979 209.3, 10 857.57

100 000 200 000 300 000 400 000 500 000 600 000 700 000 800 000 900 000

10 000 20 000 30 000 40 000 50 000 60 000 70 000 80 000 90 000

1000 2000 3000 4000 5000 6000 7000 8000 9000

100 200 300 400 500 600 700 800 900

10 20 30 40 50 60 70 80 90

1 2 3 4 5 6 7 8 9

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09

Use the place value chart below and/or resource 1 to make your own hidden word.
Use numbers up to 1 million, with up to two decimal places.
100 000 200 000 300 000 400 000 500 000 600 000 700 000 800 000 900 000

10 000 20 000 30 000 40 000 50 000 60 000 70 000 80 000 90 000

1000 2000 3000 4000 5000 6000 7000 8000 9000

100 200 300 400 500 600 700 800 900

10 20 30 40 50 60 70 80 90

1 2 3 4 5 6 7 8 9

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09

Give your numbers to a partner to expand and shade, to find your hidden word.

4 Unit 1A: Number and problem solving

CPM framework 6Nn2, 6Nn3, 6Nn8, 6Nn10, 6Nn12, 6Nn13, 6Pt5; Teacher’s Resource 1.1, 1.2
2 Mark these numbers as accurately as you can on the number line.

2458 5230 9103 7312 1085 9862

0 10 000

Hint: Mark ‘landmark’ numbers such as 5000, on the line first.

Round each number to the nearest 1000 or 100 to help position them on the number line.

3 Complete each number sentence with <, > or =.

986 577 985 677 5 × 210 150 × 7

9.23 + 8.69 27.74 – 9.95 8.29 8.3

8.45 × 100 845 000 ÷ 100

4 Maria has carefully measured

the amount of water she can
store in one container.
12476 ml

Approximately how much can she store in 16 containers?

Explain how you worked out your approximation, and why you think it is a good
approximation.

Hint: Try rounding the number. Try partitioning to multiply.

Unit 1A: Number and problem solving

CPM framework 6Nn2, 6Nn3, 6Nn8, 6Nn10, 6Nn12, 6Nn13, 6Pt5; Teacher’s Resource 1.1, 1.2
5
 Multiples, factors
and primes
Remember
When a number is a multiple of two different numbers, it is You will need: calculator
a common multiple of the numbers, for example, 30 is a
common multiple of 3 and 5.
Vocabulary
A prime number has exactly two factors, itself and 1. factor, multiple, prime
A general statement is a rule that always works.

1 How many common multiples are there of 5 and 7 between 1 and 200?

There are common multiples of 5 and 7 between 1 and 200.

The multiples are:

Hint: Use known facts about recognising multiples of 5.

Which numbers between 1 and 200 have the same property as multiples of 5?

2 Identify the three prime numbers in 81 82 83 84 85 86 87 88 89 90

this grid.
91 92 93 94 95 96 97 98 99 100
Prime numbers: , ,
Which numbers in this grid have the most factors?
Use this space to investigate.

Which numbers in this grid have an odd number of factors? Why?

Hint: Find pairs of factors systematically, for example, is the number a multiple of 2?
If it is what is 2 multiplied by to make the number? Is the number a multiple of 3?
If it is then what is 3 multiplied by to make the number?

6 Unit 2A: Number and problem solving

CPM framework 6Nn6, 6Nn7, 6Nn17, 6Nn18, 6Nn19, 6Ps5; Teacher’s Resource 12.1, 12.2, 13.1
3 Go through the maze to find the correct exit.
DO NOT solve the calculations, but work out whether the solution would be odd or even.
If the solution is even, turn right, if the solution is odd, turn left.

A B C D
544 618
+ 930 – 470

V E

U 782
x 813
621
– 598
491
x 369
270
x 385 F

T G
241 398 167
386 x 78 + 674 x 992 924
S + 195 – 428 H
START
R 918 913
I
– 797 – 545

835 272
x 768 x 890

493 438 429 647

Q + 829 + 91 x 753 – 288 J

565 790
x 856 – 283

P O N M L K

The correct maze exit is:

Explain how you knew whether a solution would be even or odd.

For all of the calculations in the maze, write E next to it if the solution is even,
and O if it is odd.

Unit 2A: Number and problem solving

CPM framework 6Nn6, 6Nn7, 6Nn17, 6Nn18, 6Nn19, 6Ps5; Teacher’s Resource 12.1, 12.2, 13.1
7
 4 What numbers between 1 and 40 can be made by adding pairs of
consecutive prime numbers? Shade them on the grid.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
What do you notice about the sums of consecutive prime numbers?

Write a general statement to describe the total when two consecutive

prime numbers are added.

Hint: 7 and 11 are consecutive prime numbers. 11 is the next

prime number after 7.

8 Unit 2A: Number and problem solving

CPM framework 6Nn6, 6Nn7, 6Nn17, 6Nn18, 6Nn19, 6Ps5; Teacher’s Resource 12.1, 12.2, 13.1
5 Use the numbers 1 to 9 once in each grid.
Place the numbers so that the totals of each row and each column are all prime numbers.
How many different grids can you complete?

Hint: Use what you know about the sums of odd and even numbers to
identify which sets of three numbers might total a prime number.

Unit 1A: Number and problem solving

CPM framework 6Nn4, 6Nc8, 6Nc10, 6Nc14, 6Nc15, 6Nc16; Teacher’s Resource 3.1, 3.2, 4.2
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 Multiplication and
division 1
Remember
To solve these problems you need to understand You will need: 30 counters in
what happens to a number when it is multiplied two different colours
or divided by 10, 100 or 1000.
A remainder is a whole number that is left over Vocabulary
after division. near multiple, remainder

1 Draw lines to match the boxes that produce the same answer for a number.

× 100 000
× 10 ÷ 1
× 100 ÷ 100
0

× 10 × 100

10
× 10 × 10 ×
00 × 10
÷ 10

÷ 10

× 10 × 10

÷ 100
× 100 ÷ 10 × 100
0

Hint: Choose a number, for example, 5.

Work out what each of the boxes will do to that number.

10 Unit 1A: Number and problem solving

CPM framework 6Nn4, 6Nc8, 6Nc10, 6Nc14, 6Nc15, 6Nc16; Teacher’s Resource 3.1, 3.2, 4.2
2 Find a route across the river on the stepping stones.
Only stepping stones with a calculation that leaves a remainder of 3 are safe.
Only move horizontally and vertically, no diagonal moves.

994 814 735 696 807 1148

1099 985 1056 1127 1274 947

11310 695 918 1299 686

934

948 974 925 834 1085

11710

998 816 1238 939 977

1157

677 776 885 1119 1028

1154

Use this space for your working.

Unit 1A: Number and problem solving

CPM framework 6Nn4, 6Nc8, 6Nc10, 6Nc14, 6Nc15, 6Nc16; Teacher’s Resource 3.1, 3.2, 4.2
11
 3 This is a game for two players.
Take turns to spin both spinners. 60 600
Find the product of the two numbers.
900 70 90 700
Put a counter on a square with the product
of the two numbers, unless all squares with
that number have already been covered.
800 80
The first player to get four counters in a
horizontal, vertical or diagonal line wins.

36 000 540 000 5400 81 000 42 000 4800

72 000 480 000 560 000 49 000 540 000 5600

64 000 6300 42 000 630 000 36 000 540 000

49 000 630 000 81 000 72 000 6300 42 000

5600 72 000 4800 64 000 5400 480 000

Hint: Use times tables facts and place-value knowledge

to multiply multiples of 10 and 100.

4 Estimate which of these will make the product closest to 2500. Mark it with an E.
Calculate each product to check.
37 × 6
48 × 51
21 × 13
79 × 29

Hint: Use rounding to the nearest 10 and adjusting to

find a quick estimate, then calculate the products.

12 Unit 1A: Number and problem solving

CPM framework 6Nn4, 6Nc8, 6Nc10, 6Nc14, 6Nc15, 6Nc16; Teacher’s Resource 3.1, 3.2, 4.2
 Number sequences
Remember
You will need: ruler
These mathematical sequences follow rules. The same rule is
applied to each number in the sequence to make the next term.
A number line can be useful for working out the step size in Vocabulary
a sequence. sequence, step, term, rule

1 Choose a two-digit whole number.

Write the first eight terms of a sequence, starting on your number, that has the rule + 4.35.

, , , , , , ,

Use this space for calculating the terms.

Will the 20th term have one or two decimal places? 

Choose a three-digit whole number.
Write the first eight terms of a sequence, starting on your number, that has the rule + 56.94.

, , , , , , ,

Use this space for calculating the terms.

What will be the next term that has only one decimal place? 

Hint: Look for patterns in the terms of the sequence.

Unit 1A: Number and problem solving

CPM framework 6Nn15, 6Nc11, 6Ps5; Teacher’s Resource 4.1, 4.3
13
 2 Write a sequence with equal steps in which the third term is 1 and the fifth term is 2.5.

, , , ,

What is the rule? 

What is the 10th term? 

Hint: Start by working out what the fourth term must be.
Drawing a number line and annotating with the steps could help.

3 Complete the sequence. The steps are equal.

1 1
11 , , , , , 13
4 8

What is the rule? 

What would the 10th term of the sequence be? 
1 1
Hint: Draw a number line. Try different step sizes to get from 11 to 13
4 8
with five equal steps.

4 For each of these sequences, the rule is: halve it, then multiply by 3.
Work out the missing terms.

20, , , , Hint: Multiply numbers with

decimals by 3 by adding the
, 300, , , number three times, for example,
12.5 × 3 = 12.5 + 12.5 + 12.5.
10, , , ,

, 10.8, , ,

Use this space for calculating the terms.

14 Unit 1A: Number and problem solving

CPM framework 6Nn15, 6Nc11, 6Ps5; Teacher’s Resource 4.1, 4.3
 Length
Remember
You will need: ruler, protractor, string
Millimetres, centimetres, metres and kilometres
are metric units of length. Always record the
units of measurement with your answer. Vocabulary
1 km = 1000 m = 100 000 cm = 1 000 000 mm length, millimetre, centimetre,
1mm = 0.1 cm = 0.001 m = 0.000 001 km metre, kilometre

1 Draw two lines, at right angles, from the same point.

One line should be 7.3 cm long. The other line should be 4.6 cm long.

Join the ends of the lines to make a scalene triangle.

What is the length of the third side of the triangle?
Give your answer in millimetres, to the nearest mm. 

Hint: Use a protractor or make a right angle checker to check

that the two lines meet at a right angle.

Unit 1B: Measure and problem solving

CPM framework 6Ml1, 6Ml2, 6Ml4, 6Pt2; Teacher’s Resource 5.1, 5.2
15
 2 Draw two different isosceles right angled triangles.
The triangles must have at least one side that is 6.5 cm long.

Label the lengths of the sides of the two triangles.

Hint: An isosceles triangle has two sides that are the same
length and two angles the same size.

3 A rope measuring 1.395 m is cut into five equal lengths.

How long is each piece, in cm? 

Eight children in a team are taking part in a relay run.

The total race distance is 7.86 km. The race is divided so
that each runner runs the same distance.
How many metres will each child run? 

How many centimetres will each child run? 

16 Unit 1B: Measure and problem solving

CPM framework 6Ml1, 6Ml2, 6Ml4, 6Pt2; Teacher’s Resource 5.1, 5.2
4 The circumference of a circle is its perimeter.
Measure the circumference of this circle.
Give your answer to the nearest centimetre.

Hint: Place string over the circumference

of the circle, then measure the string.

5 Erik says: ‘The circumference of a circle is approximately

three times the widest distance across the circle.’
Use these circles to investigate whether Erik is
correct.

Erik is correct / incorrect because . . .

Hint: Measure the width and circumference of each circle as accurately as you can.

Unit 1B: Measure and problem solving

CPM framework 6Ml1, 6Ml2, 6Ml4, 6Pt2; Teacher’s Resource 5.1, 5.2
17
 Timetables and calendars
Remember
You will need: calendar, timetables
To solve these problems you need to understand
the units used for time, including years, months,
weeks, days, hours, minutes and seconds. Vocabulary
You can draw a time line and use it like a 12-hour clock, 24-hour clock, analogue,
number line to work out time intervals. digital, am, pm, second, minute, hour, day,
week, fortnight, month, year, decade, century

1 Today is the 8th day of the month. It is a Saturday.

Last month the 8th day was on a Thursday.
Next month the 8th day is on a Tuesday.
There are two possible dates it could be. What are they?
______________________________________________

Hint: Work out how many days must have been in the last
month and this month to make the 8th fall on those days.

2 Today is the 23rd day of the month. It is a Wednesday.

Last month the 23rd day was on a Tuesday.
Next month the 23rd day is on a Saturday.
What is the date today?
______________________________________________

3 Here is a page from a calendar for the year 2027.

Use the calendar and what you know about years, months,
weeks and days to work out the day of the week on:
a) 1st August 2027 _________________
b) 30th November 2027 _________________
c) 1st January 2028 _________________
d) 7th March 2028 _________________
e) 31st December 2026 _________________
13th September 2027 is on a Monday. Which is the
next month after this that the 13th will be on a Monday?   _________________

Hint: Remember to work out which years are leap years.

18 Unit 1B: Measure and problem solving

CPM framework 6Mt1, 6Mt4, 6Mt5, 6Mt6, 6Mt7, 6Pt2, 6Ps2; Teacher’s Resource 6.1, 6.2
4 Six people are at a railway station waiting for six trains to different destinations.
Use the clues to work out the destination of each train.

Destination Departure time

11:48
12:18
12:58
13:23
13:53
14:28

Clues
The train for Barcelona leaves later than the train for Brussels, but before the train for
Venice.
The train for Brussels leaves between 12 o’clock and 1 o’clock.
The train for Vienna leaves later than the train for Copenhagen, but before the train for
Barcelona.
The train to Vienna leaves 40 minutes before the next train.
The train that leaves at 7 to 2 is going to a place with six letters in its name.
The train for Warsaw leaves before the train for Venice but later than the train for Barcelona.

Hint: Use this logic table to work out which train left when.
Put a cross in any places that cannot be the correct time for that
train. Tick the time when you know it is correct for that train.

11:48 12:18 12:58 13:23 13:53 14:28

Barcelona
Venice
Brussels
Vienna
Warsaw
Copenhagen

Unit 1B: Measure and problem solving

CPM framework 6Mt1, 6Mt4, 6Mt5, 6Mt6, 6Mt7, 6Pt2, 6Ps2; Teacher’s Resource 6.1, 6.2
19
 5 Make your own timetable. Use 24-hour clock times.
There are five stations on the line. You can name the stations.
There are three trains. They can go back and forth along the line as many times as you like.
These are the times between stations:

59 mins
1 hour 16 mins 23 mins 1 hour 7 mins

Trains must stop at each station for 2 minutes.

At the end of the line the train stops for 18 minutes before going back.

From to :

From to :

Hint: Look at other bus or train timetables for ideas.

Write the arrival and departure times from the first station to
the fifth station in the first table.
Write the arrival and departure times times from the fifth station
back to the first station in the second table.

20 Unit 1B: Measure and problem solving

CPM framework 6Mt1, 6Mt4, 6Mt5, 6Mt6, 6Mt7, 6Pt2, 6Ps2; Teacher’s Resource 6.1, 6.2