Age Range: 7 to 11

Weather and Climate SATs questions

Post date 21 August 2025

Primary Maths Blackboard — School girl doing subtraction

This resource provides practice KS2 SATs maths reasoning questions. The maths has been adapted from past papers into contexts related to weather, climate change and sustainability.

The questions have been broken down by topic and are in PDF form, and are available as Word documents (to make it easy to copy and paste).

Answers are also provided.

Numbers - Ordering, rounding, negatives

Addition and subtraction

Fractions, percentages and ratios

Multiplication and division

Statistics

Algebra

Maths Questions with a Climate Context for older students:

SATs questions (fractions, percentages and ratio answers)

Post date 21 August 2025

Answers

Question 1

1 – 1/5 – 7/15 = 1/3

Question 2

Question 3

a) 100 – 28-14-14 = 100 – 56 = 44%

Question 4

a) Total = 3.90 + (3.90/2) = 3.90 + 1.95 = £5.85

b) 2 bags = £5.85

4 bags = 11.70

15.60 – 11.70 = £3.90 (enough for 1 bag)

Total = 4 + 1 = 5 bags

Question 5

35 x 0.7 = £24.50

Question 6

a) Percentage = 100 -65 = 35%

b) Total pupils = 30 x 8 = 240

0.35 x 240 = 84 pupils

Question 7

Correct

Explanation along the lines of:

Turbine A energy = 2 x Turbine B energy

½ x Turbine A energy = Turbine B energy

50% Turbine A energy = 100% Turbine B energy

25% Turbine A energy = 50% Turbine Energy

Question 8

a) 100 – (65+12.5+17.5) = 100 – 95 = 5%

Question 9

Do not watch = 1 – 3/5 = 2/5

8 pupils = 2/5

Full class = (8 x 5)/2 = 40/2 = 20 pupils

Question 10

Full 100% charge = 75 x 4 = 300 minutes

Longer = 300 – 75 = 225 minutes

Maths Questions with a Climate Context for older students:

SATs questions (multiplication and division answers)

Post date 21 August 2025

Answers

Question 1

a) 40 houses = 40/8 = 5 tanks

b) 24 houses = 24/8 = 3 tanks per week

Weeks = 15/3 = 5 weeks

Question 2

a) Days = 4/0.5 = 8days

Question 3

a) 25000 g= 25kg

25 x 3 = 75kg

b) 32 x 0.75 = 24

Question 4

a) 850/25 = 34 millilitres

b) 34 x 20,000 = 68,000 ml

c) 280/20 = 14 commutes

Question 5

a) 3 x 4 + 2 x 2 = 12 + 4 = 16

Should see 16 cups.

b) 3 small = 115 – 40 = 75

1 small = 75/3 = £25

Question 6

a) Total = 50 x 4 = 200

200/6 = 33 full flower beds

b) 2 bulbs left.

1 – 2/6 = 4/6 or 2/3

Question 7

a) Feet = 30 x 8 = 240 cm

Inches = 10 x 2.5 = 25 cm

Total = 250 + 25 = 265cm

b) Difference = 265 – 232.5 = 32.5

Correct units = 1 foot and 1 cm

Question 8

a) 500/25 = 20 bins

b) Grams = 2.4 x 1000 = 2400

One coffee = 2400 / 500 = 4.8 g

Question 9

b) 2,400,000 / 5 = £480,000

c) £480,000 x 4 = £1,920,000

Question 10

a) Break length = 15 mins

Lunch length = 50 mins

Total break = (50+15) x 5 = 65 x 5 = 325 minutes

b) Application needed = (32 x 2) x 5 = 54 x 5 = 320

Question 11

a) 1000/13 =76 12/13

So last house is 12/13

b) 1000/8 = 125 days

Question 12

Total = 6.5 x 4 + 4 x 8 + 2.5 x 6 + 13 x 2 = 26 + 32 + 15 + 26 = 99 kg

Question 13

a) 65 – (10×2) = 65 – 20 = £45

No weeks as £3 = 45/3 = 15

Total = 15 + 10 = 25 weeks

b) 52/4 = 13 replacements in a year

13 x 2 = 26 batteries

Question 14

a) Money made = 600 x 25 = 15,000

Profit = 15,000 – 3000 = 12,000

Charity = 12,000 x 2/3 = £8000

b) £8000 / 5 = £1600

Question 15

750/250 = 3

1150 x 3 = 3450 g

Question 16

b) Mean = (10+32+27+12+9)/5 = 90/5 = 18m/s

Maths Questions with a Climate Context for older students:

SATs questions (statistics answers)

Post date 21 August 2025

Answers

Question 1

a) One wheel represents = 12/2 = 6 cars

May = 6.5 wheels = 6.5 x 6 = 39 cars

b) Number of wheels = 25.5

Total sold = 25.5 * 6 = 153 cars

Mean = 153/6 = 25.5

Rounded = 26 cars

Question 2

a) Lunchtime = 9 x 24 = 216

After school = 6 x 15 = 90

More at lunch time

b) Not full = 1/3 x 15 = 5

Lunchtime = 216

Full after school = 5 x 15 = 75

Total = 216 + 75 + 5 = 296 pupils

c) Percentage = 15%

Question 3

a) Winter = 400 – (77+200+56) = 400 – 333 = 67

b) Difference = 77-56 = 21

c) 1/8 x 400 = 50

There is more than 50 votes for autumn

Question 4

a) 1

b) Difference = 12 – 4 = 8

c) Friday (range = 10)

d) Highest = Thursday = 13

Lowest = Tues or Fri = 1

Difference = 13 – 1 = 12

Question 5

a) Answer is 312.5, accept anything from 310 to 315.

b) 80% of Answer of A

Answer = 250. Accept 80% of Answer A even if A was incorrect.

c) Total distance = 160km x 2 = 320 km

Correct – more than 100% of charge.

Award mark according to their previous answers.

Question 6

a) Bee = 6 x 2 = 12

Wasp = 2.5 x 2 = 5

Difference 12-5 = 7

b) Number of circles = 14

Class = 14 *2 = 28

Comments can include: No of icons has halved/Semicircles have now become quarters/due to each circle now being double the value.

Question 7

a) 100 – (41+12) = 100 – 53 = 47%

b) Quite important = 41% x 1200 = 492

Very important = 47% x 1200 = 564

Not important = 12% x 1200 = 144

Question 8

b) Total = 28 x 6 = 168

2012 = 168 – (23+26+31+44+25) = 168 – 149 = 19

Question 9

a) Mean = (3.8+2.3+3.2+1.6+4.1)/5 = 15/5 = 3

b) Total = 4.5 x 5 = 22.5

Comments can include:

Rounding results in Monday and Friday having the same amount of rain (is not true)
Rounding results in Tuesday and Thursday having the same amount of rain (is not true)
Changes total/mean etc

Question 10

a) Total = 36 x 5 = 180

Friday = 175 – (36.1 + 36.6 + 35.2 + 35.6) = 180 – 143.5 = 31.5

b) 31.5 , 35.2, 35.6, 36.1, 36.6

c) Answers can be a degree or two either side, within reason

Maths Questions with a Climate Context for older students:

SATs questions (algebra answers)

Post date 21 August 2025

Answers

Question 1

a) No. of days = 5 days

Total cost = 12 + (2.50 x 5) = 12 + 12.50 = £24.50

b) £3

c) Total cost = 3 + (2.50 x 5) = 3 + 12.50 = £15.50

d) £9

Question 2

a) Total cost = £215 installation fee + £499 per solar panel

b) Cost per panel = 499 x 3 = 1497

Total cost = 215 + 1497 = £1712

c) 8+4+5+7+8 = 32

Question 3

a) Depth = 2 x (4 + 5) = 2 x 9 = 18mm

b) Hours = (depth/2) – 5 =

(16/2)-5 = 8-5 = 3 hours

c) -4+13 = 9°C

Question 4

b) Number of houses = 12 x ( 15 + 75 ) = 12 x 90 = 1080 houses

Question 5

a) New beads = ( 12 x 3) ÷ 4 = 36 ÷ 4 = 9

b) Recycled beads = (24 x 4) ÷ 3 = 96 ÷ 3 = 32

c) Left to right = England, Scotland, Wales, Northern Ireland

Question 6

a) Number of oak trees = (16 x 5) ÷ 4 = 80 ÷ 4 = 20

b) Total = 20 +16 = 36 trees

c) Temp = 20% x 30 = 24°C

Maths Questions with a Climate Context for older students:

SATs questions (numbers answers)

Post date 21 August 2025

Answers

Question 1

a) Closest = Emma (20 away)

b) Furthest = Olivia (160 away)

Question 2

a) Order: 4990, 5250, 5430, 5970, 6010

b) Niamh

c) Talia

Question 3

Mean = 1056 / 4 = 264 houses

Rounded = 260 houses

Question 4

Question 5

Temperature = 7 – 25 = -18°C

Question 6

Rounded: 120 meters

Question 7

a) 614mm

b) 1262mm

c) One thousand, two hundred and three

d) 1262, 1203, 614

Question 8

Question 9

a) Incorrect. 3 people (Rakesh, Khadijha and Jamie) have all over estimated. 2 people (Charlotte and Millie) have underestimate. More have overestimated than underestimated.

b) Overestimate = 270 – 247 = 23 miles

Question 10

Question 11

Difference = 5-1km = 4km

In metres = 4 x 1000 = 4000m

Question 12

a) 482000m

b) 482000-1610 = 480390

Rounded = 480400m

Maths Questions with a Climate Context for older students:

SATs questions (addition and subtraction answers)

Post date 21 August 2025

Answers

Question 1

a) Total number of turbines = 60 + 60 = 120 turbines

b) Not turning = 120 – (56+49) = 15 turbines

Question 2

a) Weight of cardboard = (3.25-2.8)*1000 = 450g

b) Weight of glass = (2.8*0.82) – 920 = 1880g

c) Difference = 1880 – 450 = 1430g

Question 3

a) Cash = 4 x 50p = 200p

Change = 200 – (50 + 65 + 70) = 200 – 185 = 15p

b) Change = 200 – (70 + 70) = 200 – 140 = 60p

Yes, she can buy a daffodil bulb

Question 4

a) Already taken part = 80,978 + 72,319 = 153,297

Evening = 234,869 – 153,297 = 81,572

b) Total = 1,333,874 + 234,869 = 1,568,743

Rounding to £1,569,000

Question 5

a) Change = £5.00 – £1.39 = £3.61

b) 1.39 + 1.39 = £2.78 to buy 2 trees

c) 5.00 – (1.39 + 1.39 +1.39) = 83p

Question 6

a) Time from Liverpool = 07:10 – 01:20 = 05:50

b) Length of rain = 09:05 – 07.10 = 01:55 or 1hr 55 mins

Question 7

a) 320 + 320 + 320 = £960

b) 1390+1390 = £2780

c) Total to pay = 2780 + 960 = £3740

Needed = 3740 – 2855 = £885

Question 8

a) Carrot and Cucumber

b) 5 x 23 = 115p

c) Yes. 150-115 = 35p. Can afford one more pack of tomato seed.

Question 9

a) Left to plant after week 1= 1250 – 660 = 590

Planted in week two = 590 – 40 = 550 planted

b) Total = 870+1250 = 2120 trees

Question 10

a) Spent = 1.75 + 2.10 = £3.85

Change = 5 – 3.85 = £1.15

b) Adult = 2.10 + 1.10 = £3.20

2 adults = 3.20+3.20 = £6.40

c) Train tickets = 6.40 + 3.85 = £10.25

Driving = 10.25 + 1.50 = £11.75

Question 11

a) 2020 = 18 + 20 = 38 vehicles

b) Decreased

c) Bought = 18 -7 = 11 electric vehicles

d) Petrol/diesel: 20 – 14 = 6 cars

Electric: 18 + 14 = 32 cars

Question 12

a) Change = £20 – (1.50 + 0.7 + 2.66 + 11.99) = 20 – 16.85 = £3.15

b) 5 lollies = 0.7 x 5 = 70p + 70p +70p+70p+70p= 350p

No, only has money for 4 days.

Maths Questions with a Climate Context for older students:

Weather Risk Game

Post date 1 April 2025

Weather risk game

Powerpoint: Weather Risk Game

Word Document: Money

Time: 30 minutes

You will need: money.docx printed in colour, WeatherRiskGame.pptx, 6 dice – large ones which the whole class can see work best. I got some foam ones very cheaply.

a) Before the event, mark the dice ‘p’ and 1-5. On the die marked 1, cross out or otherwise mark one side, on the die marked 2 cross out or otherwise mark two sides etc. Crossed-out sides represent good weather and sides which aren’t crossed out represent bad weather. The more sides are crossed out, the lower the chance of bad weather!

b) Use the ppt to guide the activity.
c) The students will need to get into 6 groups. Give each group one colour of money and ask them to cut it up. You should keep the ‘insured’ slips.
d) Each time you play, roll the P dice first. On the basis of which side it shows, the students should decide whether to insure their businesses or not (if a 6 is shown, then there is no chance of bad weather and presumably no-one will insure). If they choose to insure, they should pay you the appropriate sum in return for an ‘Insured’ slip. Then, roll the appropriate die (so if the P die gave a 3, next roll the die labelled 3). If a crossed-out side is rolled, then anyone who was not insured should pay you the appropriate sum.
e) Collect in all the insured slips and start again.
f) Continue until either one team, or all teams except one are out, depending on time.

Climate Change and Biodiversity

Post date 11 November 2024

Image copyright biodiversitystripes.info and LPI 2024 (www.livingplanetindex.org)

Insects are in trouble! As temperatures rise and climate changes, many are unable to adapt quickly enough and are threatened with extinction.

In this science lesson, students are tasked with helping a moth species – the garden tiger moth.

They analyse simple data to spot how temperatures and biodiversity in the UK has changed over time.

They then organise information to show how these two ideas are linked before designing a green wall at school to help lower temperatures.

This lesson is suitable for KS2 students.

CURRICULUM LINKS

English National Curriculum

Lower KS2:

Working Scientifically: using straightforward scientific evidence to answer questions or to support their findings.
Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
Year 4 Science: Living things and their habitat: recognise that environments can change and that this can sometimes pose dangers to living things.

Starter: Engage with the task for the lesson

Slide 2: The learning objectives for this lesson.

Slides 3-4: Ask students to play a game. Show them the image of a mystery object on slide 3 and ask them to guess it is. Welcome all ideas – no guess is incorrect! Reveal slide 4 and ask the students if they want to change their mind.

Slide 5: Reveal that the mystery object is a caterpillar, which grow into adult moths. You may wish to show the class a video of garden tiger moth caterpillars (see weblinks below).

Slide 6: Tell the students that the number of garden tiger moths in the UK is decreasing. Reveal the task that they will be completing in the lesson: to help stop this.

Main: Students practice analysing data

Slide 7: Show the students the chart and ask them to discuss in pairs what it shows. You might like to explain what a key is, and what the different colours mean in the context of this chart. Listen to feedback from pairs.

Slide 8: Reveal that the chart shows that the number of different species of moth in the UK is decreasing (going down) because many have gone extinct (this means there are no longer any alive in the UK). This makes their task of helping the garden tiger moths even more important as they could be next.

Slide 9: Show the students another chart and ask them to discuss in pairs what it shows. Students should be able to analyse this one with less guidance. You may like to visit the Climate Stripes website (see weblinks below) and change the chart to show the students the temperature change in their area of the UK. There is also the option of changing the type of chart if you would like to give the class further opportunities to practice analysing data.

Slide 10: Consolidate the idea that it shows temperatures in the UK are rising. You could ask students about their personal experiences – do they find that the summers are too hot? How does this make them feel?

Slide 11: This image shows the two charts next to each other, so the data can be compared. Explain that it shows that has the temperature has increased, the number of different moth species has decreased. Ask pairs to discuss their ideas about why. It is important to note that their ideas at this stage do not have to be correct (or based on any scientific facts). This task gives them a chance to practice coming up with hypotheses (ideas) – an important skill in science.

Students use information to connect two events

Slide 12: Set the students a task – to work out how the temperature rise has caused a decrease in moths. Provide pairs with cards cut from Student Sheet A and give each student a copy of the flow chart from Student Sheet B or C (C is a more scaffolded version.) Guide the students into picking information from the cards to fill in the flow chart.

Slide 13: Reveal a completed version of the flow chart and explain how the events are connected. Ask students if their ideas were similar to this.

Introduce green walls

Slide 14: Reveal a way of helping moths – green walls.

Slide 15: Explain that green walls can also help keep us cool, using the infra-red photograph on the right of the slide as evidence. Explain that the darker areas are cooler. Ask students where the cooler areas are – they should notice that these areas are where the plants are growing.

Students design a green wall

Slide 16: Reveal the final task – to design a green wall that will help them and the moths.

Students should consider the location of the wall based on what areas of the school get hottest, or what areas are used most often. This can be extended by asking students to use a thermometer to measure the temperature in different parts of the school on a hot day.

Some students may want to extend their thinking about consider how the plants will be watered – especially thinking about future droughts. They may even be able to design an irrigation system!

You can extend this task by asking students to write an email or speech to the headteacher, explaining why they want to build a green wall using as many arguments as they can from information they have learnt in the lesson.

WEBLINKS

YouTube video of garden tiger moth caterpillars

https://youtu.be/prehUoHUDHk?si=lmNDoVPrfHh6PbI1

Information about garden tiger moths

https://butterfly-conservation.org/moths/garden-tiger

Background information about moths and climate change

https://butterfly-conservation.org/moths/why-moths-matter/moths-and-climate-change

Biodiversity stripes

https://biodiversitystripes.info/global

Climate stripes

https://showyourstripes.info/

Information about green walls in school

https://www.rhs.org.uk/science/plant-health-in-gardens/entomology/rhs-projects-on-plant-pests/green-walls-and-biodiversity

https://www.rhs.org.uk/garden-features/green-walls

https://www.educationnaturepark.org.uk/creating-green-wall-co-op-academy

https://www.educationnaturepark.org.uk/st-philips

Extreme Heat Fieldwork and Adaptation

Post date 1 July 2024

We have two fieldwork based resources which allow students to investigate the microclimate of their schools – inside and out – during a heatwave and then evaluate potential adaptation options.

The first resource has been developed by the Royal Meteorological Society and the Field Studies Council for the National Festival of Fieldwork.

All schools in England have to produce a Climate Action Plan, and part of that action plan involves assessing the schools’ vulnerability to extreme weather, such as heatwaves, and taking actions to reduce the risk of extreme heat.

These fieldwork options are designed to allow secondary geography students in our schools to explore how vulnerable their school is and what can be done to adapt to that risk.

The second resource was developed in conjunction with the Young People’s Trust for the Environment and consists of a four lesson scheme of work looking at heatwaves:

Lesson 1: What are heatwaves?
Lesson 2: Why are heatwaves dangerous?
Lesson 3: How can schools prepare for a heatwave?
Lesson 4: What is your school like during a heatwave and how could it be improved?

Numbers - Ordering, rounding, negatives

Addition and subtraction

Fractions, percentages and ratios

Multiplication and division

Statistics

Algebra

Answers

Answers

Answers

Answers

Answers

Answers

Weather risk game

CURRICULUM LINKS

Starter: Engage with the task for the lesson

Main: Students practice analysing data

Students use information to connect two events

Introduce green walls

Students design a green wall

WEBLINKS

Information about green walls in school

Subscribe to MetLink updates

Weather and climate resources and events for teachers