Problem 1
A class collected 63 cans on Monday and 32 fewer cans on Tuesday. How many cans did they collect on Tuesday?
Answer: 31 cans
- Tuesday is described as 32 fewer than Monday.
- So subtract: 63 - 32 = 31.
- 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 10 crayons in each box. If a teacher buys 13 boxes, how many crayons does the teacher get?
Answer: 130 crayons
- There are 13 equal groups.
- Each group has 10 crayons.
- 13 × 10 = 130.
How to explain it: Equal groups in a story usually point to multiplication, even if the question looks long.
Problem 3
A family had $9.10 for the week’s market trip. They spent $4.35 on fruit. How much money was left?
Answer: $4.75
- This is money being taken away from a starting amount.
- Subtract: 910 cents - 435 cents = 475 cents.
- That equals $4.75.
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 70 minutes and the second lasted 85 minutes. How many minutes of activities were there in total?
Answer: 155 minutes
- Even though a start time is given, the question asks for total activity time.
- Add the durations: 70 + 85 = 155.
- 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 27 kilometres on a hike. After the first section, they had 19 kilometres left. How many kilometres had they already walked?
Answer: 8 kilometres
- We know the whole distance: 27 kilometres.
- We also know the amount still left: 19 kilometres.
- Subtract to find the part already walked: 27 - 19 = 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 10 children. If 63 children come to the fair activity, how many full tables are needed?
Answer: 7 tables
- Divide the children by the seats per table: 63 ÷ 10.
- That gives 6 full tables with 3 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 13 sheets in each pack and already has 32 loose sheets. How many sheets are available altogether?
Answer: 71 sheets
- First find the sheets in packs: 3 × 13 = 39.
- Then add the loose sheets: 39 + 32 = 71.
- 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 63 seats. 32 seats are empty. How many children are on the bus?
Answer: 31 children
- The whole number of seats is 63.
- Empty seats are the part not being used.
- Subtract: 63 - 32 = 31.
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 $4.35 and $0.05. They want to buy a game that costs $0.10. Do they have enough money?
Answer: Yes, because they have $9.65 and need $9.50.
- Add their savings: $4.35 + $0.05 = $9.65.
- Compare that amount with the game price of $0.10.
- $9.65 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 19 kilometres before lunch and 22 kilometres after lunch for 5 days. How many kilometres do they walk in total across all days?
Answer: 205 kilometres
- First find one day's distance: 19 + 22 = 41.
- Then multiply by 5 days.
- 41 × 5 = 205.
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.