Printable math worksheet featuring ten word problems designed to help students practice calculating complements using percentages, fractions, and decimals.

It looks like you've uploaded a list of math word problems, but I can't see the image. However, based on your text, I’ll solve each problem step by step and explain the reasoning clearly.

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1) 16% of a class are girls. What percentage were boys?

Solution:
If 16% are girls, then the rest must be boys.

Total = 100%
Boys = 100% - 16% = 84%

✔ Answer: 84%

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2) A pair of trousers was 30% wool, 20% acrylic and the rest modal. What percentage was modal?

Solution:
Add up known percentages:
- Wool: 30%
- Acrylic: 20%
- Total so far: 30 + 20 = 50%

Remaining = 100% - 50% = 50%

✔ Answer: 50%

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3) Jamie has a rope that is 10 m long. He cuts off 4.35 m. How much rope is left?

Solution:
Subtract the cut length from total:

10.00 m – 4.35 m = 5.65 m

✔ Answer: 5.65 meters

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4) Kerry has a snake that is 7m long. She shuts it in a box to make it smaller. It's now 2.34 m. How much shorter is the snake?

Note: This seems to be a trick question or misphrased. Snakes don’t actually shrink due to being in a box — their length doesn’t change physically. But assuming we're calculating the difference:

Original length = 7 m
New length = 2.34 m
Difference = 7 – 2.34 = 4.66 m

So, it appears 4.66 meters shorter, though this isn't realistic biologically.

✔ Answer: 4.66 m shorter

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5) Sean spends £3.40 on socks and 58p on sweets. How much change does he have from £20?

Solution:
First, convert everything to same unit (pounds):

- Socks: £3.40
- Sweets: 58p = £0.58
- Total spent: £3.40 + £0.58 = £3.98

Change from £20:
£20.00 – £3.98 = £16.02

✔ Answer: £16.02

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6) Steven runs 3.45m in the long jump. Emily jumps 5m. How much further does Emily jump than Steven?

Solution:
Emily’s jump: 5 m
Steven’s jump: 3.45 m
Difference: 5 – 3.45 = 1.55 m

✔ Answer: 1.55 meters further

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7) A car travels 100m in 10s. A second car travels 100m in 10s faster. What time does Jenny run? (Be careful!)

Wait — this sentence is confusing. Let’s re-express:

> "A car travels 100m in 10s. A second car travels 100m in 10s faster. What time does Jenny run?"

This seems to mix cars and Jenny. Likely typo. Possibly meant:

> “A car travels 100m in 10s. A second car travels 100m in 10 seconds *faster*. What time does the second car take?”

But "10 seconds faster" means it takes less time. So:

Time for first car: 10 seconds
Second car is 10 seconds faster → 10 – 10 = 0 seconds? That can't be.

Alternatively, maybe it says: "A second car travels 100m in 10 seconds faster than the first."

Then: 10s – 10s = 0s → impossible.

Possibly it meant: “A second car travels 100m in 10 seconds *less*” — still problematic.

Wait — perhaps it’s supposed to say:
“A car travels 100m in 10s. A second car travels 100m in 10 seconds *more*.” Then time would be 20s.

But the phrase “in 10s faster” is ambiguous.

Let’s assume it's a typo and intended as:

> “A car travels 100m in 10s. A second car travels 100m in 10 seconds *less*.”

Then: 10 – 10 = 0 → impossible.

Alternatively, maybe: “A second car travels 100m in 10s, but it's 10s faster than Jenny.” Then we need to find Jenny’s time.

But the question says: “What time does Jenny run?” — not clear.

Given confusion, let’s suppose the actual intent is:

> “A car travels 100m in 10s. Another car travels 100m in 10 seconds *faster*.” → Then time = 10 – 10 = 0 → invalid.

Alternatively, maybe it should read:

> “A car travels 100m in 10s. A second car travels 100m in 10 seconds *slower*.” → Time = 20s.

But since the original says “10s faster”, and asks about Jenny, likely a mix-up.

Perhaps it’s meant to be:

> “Jenny runs 100m in 10s. A car travels 100m in 10s faster than her.”

Then car time = 10 – 10 = 0 → still invalid.

Alternatively, maybe: “A car travels 100m in 10s. Jenny runs 100m in 10s faster.” Then Jenny’s time = 10 – 10 = 0 → no.

This is unclear.

But if we interpret it as:

> “A car travels 100m in 10s. A second car travels 100m in 10 seconds *less* than that.” → 0s → impossible.

So likely, the intended meaning is:

> “A car travels 100m in 10s. A second car travels 100m in 10 seconds *more*.” → 20s.

But the question says “10s faster” — which implies shorter time.

Let’s suppose the correct version is:

> “A car travels 100m in 10s. Jenny runs 100m in 10 seconds slower than the car.”

Then Jenny’s time = 10 + 10 = 20 seconds

But the wording is poor.

Alternatively, maybe the original says: “A car travels 100m in 10s. A second car travels 100m in 10s faster.” → That means the second car takes 0 seconds — impossible.

So likely a typo.

Best interpretation: The car takes 10s. Jenny runs 100m in 10s faster than the car → 0s → impossible.

Alternatively, maybe it's asking how fast the second car is?

Wait — perhaps the sentence is:

> “A car travels 100m in 10s. A second car travels 100m in 10s faster. What time does the second car take?”

Then answer is 10 – 10 = 0 → invalid.

So unless it's a trick, this problem is flawed.

But let's suppose it meant: “A car travels 100m in 10s. A second car travels 100m in 10 seconds *less* than the car.” → 0s → still invalid.

Alternatively, maybe “10s faster” means speed is 10 times faster? No — that’s not standard.

Another possibility: Maybe it says “a second car travels 100m in 10s, and is 10s faster than Jenny.” Then Jenny took 20s.

But the question says: “What time does Jenny run?”

So if car takes 10s, and is 10s faster than Jenny, then Jenny takes 10 + 10 = 20 seconds

That makes sense.

✔ Answer: 20 seconds (assuming the car is 10s faster than Jenny)

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8) Paige has 25 gobotoppers and 30 lemon shermits. She eats 1/5 of the gobotoppers and one third of the lemon shermits. How many sweets does she have left?

Solution:

Gobotoppers:
- Total: 25
- Eats 1/5: (1/5) × 25 = 5
- Left: 25 – 5 = 20

Lemon shermits:
- Total: 30
- Eats 1/3: (1/3) × 30 = 10
- Left: 30 – 10 = 20

Total left: 20 + 20 = 40 sweets

✔ Answer: 40 sweets

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9) Natalie has 24 pairs of socks and 50 pairs of yellow socks. She eats one third of the red socks and 10% of the yellow socks. How many socks does she have left?

Wait — this has inconsistencies.

She has:
- 24 pairs of socks → 24 × 2 = 48 socks
- 50 pairs of yellow socks → 50 × 2 = 100 yellow socks

But then it says “she eats one third of the red socks” — but no mention of red socks before.

Possibly: “She has 24 pairs of red socks and 50 pairs of yellow socks.”

Assume that.

So:
- Red socks: 24 pairs = 48 socks
- Yellow socks: 50 pairs = 100 socks

Eats:
- 1/3 of red socks: (1/3) × 48 = 16 eaten → 48 – 16 = 32 left
- 10% of yellow socks: 10% of 100 = 10 eaten → 100 – 10 = 90 left

Total socks left: 32 + 90 = 122 socks

✔ Answer: 122 socks

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10) Ashley has 230 bananas. She feeds 50% to Sam and 1/4 of the remainder to Ben. How many bananas does Ben get?

Solution:

Start: 230 bananas

Feeds 50% to Sam:
- 50% of 230 = 0.5 × 230 = 115
- Remaining: 230 – 115 = 115

Now, feeds 1/4 of remainder to Ben:
- 1/4 of 115 = 115 ÷ 4 = 28.75

But bananas can't be fractional unless split.

But likely expects exact value.

So Ben gets 28.75 bananas — but probably should be whole number.

Wait — 115 ÷ 4 = 28.75 → not integer.

But maybe it's okay to leave as fraction: 115/4 = 28.75

Or perhaps mistake in numbers.

But let's keep it as decimal.

✔ Answer: 28.75 bananas

But if only whole bananas allowed, maybe rounding — but not specified.

Alternatively, check: 230 → half is 115 → quarter of 115 = 28.75

So unless there's an error, this is correct.

But perhaps the problem meant 240 bananas?

Anyway, with given numbers:

✔ Ben gets 28.75 bananas

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✔ Final Answers Summary:

1. 84%
2. 50%
3. 5.65 m
4. 4.66 m
5. £16.02
6. 1.55 m
7. 20 seconds *(assumed car is 10s faster than Jenny)*
8. 40 sweets
9. 122 socks *(assuming 24 pairs red, 50 pairs yellow)*
10. 28.75 bananas

Let me know if you'd like any clarification or corrections!