Problem 1
A class collected 42 cans on Monday and 23 fewer cans on Tuesday. How many cans did they collect on Tuesday?
Answer: 19 cans
- Tuesday is described as 23 fewer than Monday.
- So subtract: 42 - 23 = 19.
- The tricky part is noticing that Tuesday's amount is not given directly.
How to explain it: Word problems often hide the needed number inside comparison language like fewer or more.
Problem 2
A shop packs 7 crayons in each box. If a teacher buys 10 boxes, how many crayons does the teacher get?
Answer: 70 crayons
- There are 10 equal groups.
- Each group has 7 crayons.
- 10 × 7 = 70.
How to explain it: Equal groups in a story usually point to multiplication, even if the question looks long.
Problem 3
A family had $6.40 for the week’s market trip. They spent $3.00 on fruit. How much money was left?
Answer: $3.40
- This is money being taken away from a starting amount.
- Subtract: 640 cents - 300 cents = 340 cents.
- That equals $3.40.
How to explain it: When a word problem feels messy, say the story in one short sentence first: “We had this much, then spent this much.”
Problem 4
A club meeting began at 3:15 pm. The first activity lasted 49 minutes and the second lasted 64 minutes. How many minutes of activities were there in total?
Answer: 113 minutes
- Even though a start time is given, the question asks for total activity time.
- Add the durations: 49 + 64 = 113.
- The clock time is a distraction unless the question asks when the meeting ends.
How to explain it: One of the best parent prompts is, “What is the question really asking for: total time or the finishing clock time?”
Problem 5
A class planned to walk 21 kilometres on a hike. After the first section, they had 13 kilometres left. How many kilometres had they already walked?
Answer: 8 kilometres
- We know the whole distance: 21 kilometres.
- We also know the amount still left: 13 kilometres.
- Subtract to find the part already walked: 21 - 13 = 8.
How to explain it: Missing-part problems often use subtraction even when nothing is literally being taken away in the story.
Problem 6
Each table at a fair seats 7 children. If 42 children come to the fair activity, how many full tables are needed?
Answer: 6 tables
- Divide the children by the seats per table: 42 ÷ 7.
- That gives 6 full tables with 0 children still needing seats.
- Because everyone needs a place, one more table is needed. Total tables: 6.
How to explain it: This is a lovely example of why the remainder matters. Sometimes the remainder means you must round up in the real world.
Problem 7
A teacher buys 3 packs of paper with 10 sheets in each pack and already has 23 loose sheets. How many sheets are available altogether?
Answer: 53 sheets
- First find the sheets in packs: 3 × 10 = 30.
- Then add the loose sheets: 30 + 23 = 53.
- This is a two-step word problem because multiplication comes before addition.
How to explain it: Have your child say the operation before solving each step. It helps them notice when a problem changes from multiply to add.
Problem 8
A school bus has 42 seats. 23 seats are empty. How many children are on the bus?
Answer: 19 children
- The whole number of seats is 42.
- Empty seats are the part not being used.
- Subtract: 42 - 23 = 19.
How to explain it: Children sometimes add because the word seats appears twice. Remind them to decide whether the numbers are parts of one whole or two separate groups.
Problem 9
Two brothers save $3.00 and $0.04. They want to buy a game that costs $0.07. Do they have enough money?
Answer: Yes, because they have $6.95 and need $6.80.
- Add their savings: $3.00 + $0.04 = $6.95.
- Compare that amount with the game price of $0.07.
- $6.95 is enough.
How to explain it: Comparison questions are easier if your child first finds one total, then checks it against the target amount.
Problem 10
A camp group walks 13 kilometres before lunch and 16 kilometres after lunch for 2 days. How many kilometres do they walk in total across all days?
Answer: 58 kilometres
- First find one day's distance: 13 + 16 = 29.
- Then multiply by 2 days.
- 29 × 2 = 58.
How to explain it: This kind of problem is hard because the child must build a one-day amount before scaling it across several days.