Problem 1
A teacher printed 262 worksheets and used 61 in class. How many worksheets were left?
Answer: 201 worksheets
- Start with the whole amount: 262.
- Take away the amount used: 262 - 61 = 201.
- The word left tells us we are finding what remains.
How to explain it: When children see the word used, they often know something is being taken from the whole. That is a strong subtraction clue.
Problem 2
Noah read 238 pages this week. Ava read 31 pages. How many more pages did Noah read than Ava?
Answer: 207 more pages
- Identify the larger and smaller amounts: 238 and 31.
- Find the difference: 238 - 31 = 207.
- How many more means compare the two amounts, not combine them.
How to explain it: Parents often say “take away” for every subtraction problem. Here, “difference” is the more helpful idea.
Problem 3
A school raised 395 dollars. It spent 73 dollars on stage lights. How much money was still available?
Answer: 322 dollars
- Use the total raised as the starting amount: 395.
- Subtract the money that was spent: 395 - 73 = 322.
- Still available means we want the remaining amount.
How to explain it: If your child struggles, ask: “Did the money grow, stay the same, or shrink after paying?” That often reveals the operation.
Problem 4
Ella had $8.30. She bought a book for $3.50. How much money did she have left?
Answer: $4.80
- Write both amounts in cents: 830 cents and 350 cents.
- Subtract: 830 - 350 = 480 cents.
- Convert back to dollars: 480 cents = $4.80.
How to explain it: Money subtraction becomes easier when children imagine real coins or write the values in cents first.
Problem 5
A movie night started with 95 minutes of planned activities. If the quiz game took 62 minutes, how many minutes were left for the film?
Answer: 33 minutes
- Use the planned total first: 95 minutes.
- Subtract the time already used: 95 - 62 = 33.
- Left for the film tells us the remaining time is what matters.
How to explain it: Time problems become simpler when you name the whole amount first and then ask what was used up.
Problem 6
A class planned to walk 35 kilometres in a charity event. By lunchtime they had walked 20 kilometres. How many kilometres were still left to walk?
Answer: 15 kilometres
- The planned distance is the whole: 35 kilometres.
- The class has already completed 20 kilometres.
- Subtract: 35 - 20 = 15.
How to explain it: The phrase still left is a strong signal that we are finding what remains from a goal.
Problem 7
A container held 262 paper clips. 238 paper clips were added earlier in the week, but 61 were then removed for classroom kits. If there are now 201 paper clips, how many were removed?
Answer: 61 paper clips
- This question hides the missing subtraction amount.
- Start from the number before removal: 262.
- The number after removal is 201, so 262 - ? = 201.
- The missing amount is 61.
How to explain it: Children often fear missing-number questions. Show them that the subtraction sentence still tells the same story.
Problem 8
There were 238 seats filled in one hall and 31 seats filled in another hall. How many fewer seats were filled in the second hall?
Answer: 207 fewer seats
- Compare the two seat counts.
- Subtract the smaller number from the larger one: 238 - 31 = 207.
- The word fewer shows this is a comparison question.
How to explain it: Fewer and more often point to difference, not total.
Problem 9
A tank held 395 litres of water. After watering the school garden, it held 322 litres. How many litres were used?
Answer: 73 litres
- Use the starting amount: 395 litres.
- Use the ending amount: 322 litres.
- Find the change: 395 - 322 = 73.
How to explain it: This is a good reverse-thinking problem. We know the start and finish, so we subtract to find the amount used.
Problem 10
A team earned 262 points in three games. It scored 61 points in the first game and 31 points in the second game. How many points did it score in the third game?
Answer: 170 points
- Subtract the first game's points: 262 - 61 = 201.
- Subtract the second game's points: 201 - 31 = 170.
- This is subtraction because we know the whole and want the missing part.
How to explain it: When your child knows the total and some parts, missing-part subtraction is often easier than guessing what remains.