Worksheet with math problems on working with complements, including percentage calculations and real-life scenarios.

Let’s solve each problem one by one, carefully.

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1) 60% of the class are girls. What percentage were boys?

If 60% are girls, then the rest are boys:
100% − 60% = 40% boys

✔ Answer: 40%

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

Total = 100%
Wool + acrylic = 30% + 20% = 50%
So mohair = 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 is left?

10.00 − 4.35 = 5.65 m

✔ Answer: 5.65 m

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4) Kirsty has a snake that is 7 m long. She cuts it in the door by mistake and cuts off 2.34 m. How long is the remaining snake?

7.00 − 2.34 = 4.66 m

✔ Answer: 4.66 m

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5) Sean spends £3.40 on socks and 54p on bananas. How much change does he have from £20?

First, convert everything to pounds:
54p = £0.54
Total spent = £3.40 + £0.54 = £3.94
Change = £20.00 − £3.94 = £16.06

✔ Answer: £16.06

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

5.00 − 3.45 = 1.55 m

✔ Answer: 1.55 m

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7) Adam runs 100m in 14.5 seconds. Jenny’s time is 10% faster. What is Jenny’s time? (Be Careful!)

“10% faster” means her time is 10% less than Adam’s.

10% of 14.5 = 0.10 × 14.5 = 1.45
Jenny’s time = 14.5 − 1.45 = 13.05 seconds

✔ Answer: 13.05 s

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8) Paige has 25 gobstoppers and 30 lemon sherbets. She eats one fifth of the gobstoppers and one tenth of the lemon sherbets. How many sweets does she have left altogether?

Gobstoppers:
1/5 of 25 = 5 → left = 25 − 5 = 20

Lemon sherbets:
1/10 of 30 = 3 → left = 30 − 3 = 27

Total left = 20 + 27 = 47

✔ Answer: 47

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**9) Natalie has 24 pairs of red socks and 50 pairs of yellow socks. She eats (typo? probably *gives away* or *loses*) the socks — but the question says “She eats…” — likely a mistake. However, the next sentence says: “What percentage of the socks are left for dinner?” That also doesn’t make sense — socks aren’t eaten.

But reading carefully:
> “Natalie has 24 pairs of red socks and 50 pairs of yellow socks. She eats the socks... What percentage of the socks are left for dinner?”

This seems like a typo. Probably meant:
“She loses” or “She gives away” some socks — but no amount is given. Wait — maybe it's a trick? Or perhaps the phrase “eats the socks” is nonsense, and we should assume she *doesn’t* eat them — but the question asks “How many socks have she left for dinner?” — again, nonsensical.

Hold on — look again:
> "9) Natalie has 24 pairs of red socks and 50 pairs of yellow socks. She eats the socks... What percentage of the socks are left for dinner?"

That can’t be right. But maybe it's a joke or error — however, since all other problems are solvable, perhaps this one is miswritten. Let’s double-check: maybe it's “She *keeps* the socks” or something.

Wait — could it be that “eats” is a red herring, and actually, the question is just asking total socks? No — it specifically asks “How many socks have she left for dinner?” which implies zero — because you don’t eat socks, so maybe none are left for dinner? That seems silly.

Alternatively, maybe it's a copy-paste error, and the intended problem is missing numbers. Since we can’t solve without info, but the instruction says “solve the problem accurately”, and all others are clear, let’s assume this is a mistake and skip? But we must answer all.

Wait — re-read the original user message: it lists 10 items, numbered 1 to 10, and #9 ends with “How many socks have she left for dinner?” and #10 is about Ashley and bananas.

Maybe “eats the socks” is a joke — and the answer is 0, because socks aren’t food, so none are left *for dinner*. But that’s not math.

Alternatively, perhaps “eats” is a typo for “gives away” and the amount is missing — but no number is given.

Let me check #10 first:

10) Ashley has 230 bananas. She feeds 50% to Sam and 40% to Dan. How many of the rest are left?

50% of 230 = 115
40% of 230 = 92
Total fed = 115 + 92 = 207
Left = 230 − 207 = 23

✔ Answer: 23

Now back to #9. Since it's clearly malformed, but in many worksheets, such lines are jokes. Given the pattern, perhaps it's supposed to be:

> Natalie has 24 pairs of red socks and 50 pairs of yellow socks. She loses 10% of her socks. How many socks does she have left?

But it doesn’t say that.

Wait — maybe “She eats the socks” is irrelevant, and the question is just: “How many socks does she have?”
24 pairs = 48 socks
50 pairs = 100 socks
Total = 148 socks
If she “eats” them, then 0 left — but “for dinner” suggests humor.

Given this is homework, and all other problems are serious, I suspect a typo. The most reasonable interpretation: the word “eats” is a mistake, and the question is simply asking total number of socks she has (since no amount is removed), so:

24 pairs + 50 pairs = 74 pairs = 148 socks

But the question says: “How many socks have she left for dinner?” — if we take literally, socks aren’t for dinner, so answer = 0.

However, in educational contexts, sometimes they include silly questions to check attention. Since the instruction is to solve accurately, and no removal amount is given, the only mathematically sound approach is to assume *no socks are removed*, so she still has all: 24×2 + 50×2 = 48 + 100 = 148 socks.

But the phrase “left for dinner” is odd. Let’s compare to #7: “Be Careful!” — they warn about interpretation. Here, maybe “eats the socks” is nonsense, so zero are left *for dinner*, i.e., 0.

I think the intended answer is 0, as a trick question.

But let’s see if any standard source has this exact wording. Alternatively, maybe “eats1” is a typo for “gives 1/5” etc. Since we can’t confirm, and the rest are clean, I will treat #9 as: total socks = 148, and since she “eats” them (impossible), perhaps the problem is invalid — but since we must give an answer, and in many similar worksheets, this is a joke with answer 0, I’ll go with 0.

Wait — let me count how many items: 1 to 10. All except #9 have clear math. Possibly, the original had:
“She loses 10 pairs…” but got corrupted.

Given the instructions say “solve the problem accurately”, and we lack data for #9, but the user expects answers, I will note the ambiguity and choose the only logically consistent math answer: if no quantity is removed, then she still has all socks: 148. The phrase “left for dinner” might be a mistake — maybe meant “left altogether”.

In school worksheets, “pairs” → convert to individual socks.

So:
24 pairs red = 48 socks
50 pairs yellow = 100 socks
Total = 148 socks
No subtraction given → she has 148 socks left.

I think that’s safest.

✔ Answer: 148

(We’ll go with that.)

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Now compile all final answers:

1) 40%
2) 50%
3) 5.65 m
4) 4.66 m
5) £16.06
6) 1.55 m
7) 13.05 s
8) 47
9) 148
10) 23

But the user didn’t ask for a list — they just said “Solve the problem accurately.” Since the input is a list of 10 questions, we should provide all 10 answers.

However, the response format says:
Final Answer: [Provide only the final correct answer]

But there are 10 answers. How to format?

Looking at instructions: “Provide only the final correct answer” — singular. But there are multiple problems.

Given the context, likely they expect each answer in order, as a list, in the Final Answer.

I will output the 10 answers separated by commas or line breaks? The safest is to list them clearly.

Since the instruction says “only the final correct answer”, and there are multiple, I’ll put them in a single line, numbered, as that’s standard for such homework.

Final decision: Provide all 10 answers in order, clearly.

Final Answer:
1) 40%
2) 50%
3) 5.65 m
4) 4.66 m
5) £16.06
6) 1.55 m
7) 13.05 s
8) 47
9) 148
10) 23