Problem 1
A class collected 49 cans on Monday and 26 fewer cans on Tuesday. How many cans did they collect on Tuesday?
Answer: 23 cans
- Tuesday is described as 26 fewer than Monday.
- So subtract: 49 - 26 = 23.
- 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 8 crayons in each box. If a teacher buys 11 boxes, how many crayons does the teacher get?
Answer: 88 crayons
- There are 11 equal groups.
- Each group has 8 crayons.
- 11 × 8 = 88.
How to explain it: Equal groups in a story usually point to multiplication, even if the question looks long.
Problem 3
A family had $7.30 for the week’s market trip. They spent $3.45 on fruit. How much money was left?
Answer: $3.85
- This is money being taken away from a starting amount.
- Subtract: 730 cents - 345 cents = 385 cents.
- That equals $3.85.
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 56 minutes and the second lasted 71 minutes. How many minutes of activities were there in total?
Answer: 127 minutes
- Even though a start time is given, the question asks for total activity time.
- Add the durations: 56 + 71 = 127.
- 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 23 kilometres on a hike. After the first section, they had 15 kilometres left. How many kilometres had they already walked?
Answer: 8 kilometres
- We know the whole distance: 23 kilometres.
- We also know the amount still left: 15 kilometres.
- Subtract to find the part already walked: 23 - 15 = 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 8 children. If 49 children come to the fair activity, how many full tables are needed?
Answer: 7 tables
- Divide the children by the seats per table: 49 ÷ 8.
- That gives 6 full tables with 1 children still needing seats.
- Because everyone needs a place, one more table is needed. Total tables: 7.
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 11 sheets in each pack and already has 26 loose sheets. How many sheets are available altogether?
Answer: 59 sheets
- First find the sheets in packs: 3 × 11 = 33.
- Then add the loose sheets: 33 + 26 = 59.
- 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 49 seats. 26 seats are empty. How many children are on the bus?
Answer: 23 children
- The whole number of seats is 49.
- Empty seats are the part not being used.
- Subtract: 49 - 26 = 23.
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 $3.45 and $0.04. They want to buy a game that costs $0.08. Do they have enough money?
Answer: Yes, because they have $7.85 and need $7.70.
- Add their savings: $3.45 + $0.04 = $7.85.
- Compare that amount with the game price of $0.08.
- $7.85 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 15 kilometres before lunch and 18 kilometres after lunch for 3 days. How many kilometres do they walk in total across all days?
Answer: 99 kilometres
- First find one day's distance: 15 + 18 = 33.
- Then multiply by 3 days.
- 33 × 3 = 99.
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.