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## 120 Math Word Problems To Challenge Students Grades 1 to 8

## Make solving math problems fun!

- Teaching Tools
- Subtraction
- Multiplication
- Mixed operations
- Ordering and number sense
- Comparing and sequencing
- Physical measurement
- Ratios and percentages
- Probability and data relationships

A jolt of creativity would help. But it doesn’t come.

There are 120 examples in total.

The list of examples is supplemented by tips to create engaging and challenging math word problems.

## 120 Math word problems, categorized by skill

Best for: 1st grade, 2nd grade

## Subtraction word problems

Best for: 1st grade, second grade

## Practice math word problems with Prodigy Math

## Multiplication word problems

Best for: 2nd grade, 3rd grade

## Division word problems

Best for: 3rd grade, 4th grade, 5th grade

## Mixed operations word problems

## Ordering and number sense word problems

33. Composing Numbers: What number is 6 tens and 10 ones?

## Fractions word problems

Best for: 3rd grade, 4th grade, 5th grade, 6th grade

## Decimals word problems

Best for: 4th grade, 5th grade

## Comparing and sequencing word problems

Best for: Kindergarten, 1st grade, 2nd grade

53. Comparing 1-Digit Integers: You have 3 apples and your friend has 5 apples. Who has more?

54. Comparing 2-Digit Integers: You have 50 candies and your friend has 75 candies. Who has more?

## Time word problems

## Money word problems

Best for: 1st grade, 2nd grade, 3rd grade, 4th grade, 5th grade

## Physical measurement word problems

Best for: 1st grade, 2nd grade, 3rd grade, 4th grade

## Ratios and percentages word problems

Best for: 4th grade, 5th grade, 6th grade

## Probability and data relationships word problems

Best for: 4th grade, 5th grade, 6th grade, 7th grade

## Geometry word problems

Best for: 4th grade, 5th grade, 6th grade, 7th grade, 8th grade

99. Understanding 2D Shapes: Kevin draws a shape with 4 equal sides. What shape did he draw?

102. Understanding 3D Shapes: Martha draws a shape that has 6 square faces. What shape did she draw?

## Variables word problems

Best for: 6th grade, 7th grade, 8th grade

## How to easily make your own math word problems & word problems worksheets

- Link to Student Interests: By framing your word problems with student interests, you’ll likely grab attention. For example, if most of your class loves American football, a measurement problem could involve the throwing distance of a famous quarterback.
- Make Questions Topical: Writing a word problem that reflects current events or issues can engage students by giving them a clear, tangible way to apply their knowledge.
- Include Student Names: Naming a question’s characters after your students is an easy way make subject matter relatable, helping them work through the problem.
- Be Explicit: Repeating keywords distills the question, helping students focus on the core problem.
- Test Reading Comprehension: Flowery word choice and long sentences can hide a question’s key elements. Instead, use concise phrasing and grade-level vocabulary.
- Focus on Similar Interests: Framing too many questions with related interests -- such as football and basketball -- can alienate or disengage some students.
- Feature Red Herrings: Including unnecessary information introduces another problem-solving element, overwhelming many elementary students.

## Final thoughts about math word problems

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Hundreds of FREE online maths resources!

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## 30 Problem Solving Maths Questions And Answers For GCSE

## How to teach problem solving

Regarding the teaching of problem solving skills, these were their recommendations:

- Teachers could use a curricular approach that better engineers success in problem-solving by teaching the useful combinations of facts and methods, how to recognise the problem types and the deep structures that these strategies pair to.
- Strategies for problem-solving should be topic specific and can therefore be planned into the sequence of lessons as part of the wider curriculum. Pupils who are already confident with the foundational skills may benefit from a more generalised process involving identifying relationships and weighing up features of the problem to process the information.
- Worked examples, careful questioning and constructing visual representations can help pupils to convert information embedded in a problem into mathematical notation.
- Open-ended problem solving tasks do not necessarily mean that the activity is the ‘ideal means of acquiring proficiency’. While enjoyable, open ended problem-solving activities may not necessarily lead to improved results.

- Read the whole question, underline important mathematical words, phrases or values.
- Annotate any diagrams, graphs or charts with any missing information that is easy to fill in.
- Think of what a sensible answer may look like. E.g. Will the angle be acute or obtuse? Is £30,000 likely to be the price of a coat?
- Tick off information as you use it.
- Draw extra diagrams if needed.
- Look at the final sentence of the question. Make sure you refer back to that at the end to ensure you have answered the question fully.

In our downloadable resource, you can find strategies for all 10 Foundation questions .

## 1) L-shape perimeter

Sarah says, “There is not enough information to find the perimeter.”

Is she correct? What about finding the area?

- Try adding more information – giving some missing sides measurements that are valid.
- Change these measurements to see if the answer changes.
- Imagine walking around the shape if the edges were paths. Could any of those paths be moved to another position but still give the same total distance?

The perimeter of the shape does not depend on the lengths of the unlabelled edges.

## 2) Find the missing point

- What are the properties of a parallelogram?
- Can we count squares to see how we can get from one vertex of the parallelogram to another? Can we use this to find the fourth vertex?

There are 3 possible positions.

## 3) That rating was a bit mean!

If the mean rating is 2.65, use the information to complete the vertical line graph.

## Strategies

- Can the information be put into a different format, either a list or a table?
- Would it help to give the missing frequency an algebraic label, x ?
- If we had the data in a frequency table, how would we calculate the mean?
- Is there an equation we could form?

Letting the frequency of 4 star ratings be x , we can form the equation \frac{45+4x}{18+x} =2.65

## 4) Changing angles

The diagram shows two angles around a point. The sum of the two angles around a point is 360°.

Explain why Peter might be wrong.

Are there two angles where he would be correct?

## 5) Base and power

The integers 1, 2, 3, 4, 5, 6, 7, 8 and 9 can be used to fill in the boxes.

How many different solutions can be found so that no digit is used more than once?

## 6) Just an average problem

Place six single digit numbers into the boxes to satisfy the rules.

How many different solutions are possible?

## 7) Square and rectangle

The square has an area of 81 cm 2 . The rectangle has the same perimeter as the square.

Its length and width are in the ratio 2:1.

Find the area of the rectangle.

The sides of the square are 9 cm giving a perimeter of 36 cm.

We can then either form an equation using a length 2x and width x .

The length is 12 cm and the width is 6 cm, giving an area of 72 cm 2 .

The sum of three prime numbers is equal to another prime number.

If the sum is less than 30, how many different solutions are possible?

2 can never be used as it would force two more odd primes into the sum to make the total even.

## 9) Unequal share

## 10) Somewhere between

## Solution

## 11) What’s the difference?

An arithmetic sequence has an nth term in the form an+b .

-2 is the first term of the sequence.

What are the possible values of a and b ?

- We know that the first number in the sequence is -2 and 4 is in the sequence. Can we try making a sequence to fit? Would using a number line help?
- Try looking at the difference between the numbers we know are in the sequence.

If we try forming a sequence from the information, we get this:

The only solutions are 6 n -8 and 3 n -5.

12) Equation of the hypotenuse

The diagram shows a straight line passing through the axes at point P and Q .

Q has coordinate (8, 0). M is the midpoint of PQ and MQ has a length of 5 units.

Find the equation of the line PQ .

- We know MQ is 5 units, what is PQ and OQ ?
- What type of triangle is OPQ ?
- Can we find OP if we know PQ and OQ ?
- A line has an equation in the form y=mx+c . How can we find m ? Do we already know c ?

PQ is 10 units. Using Pythagoras’ Theorem OP = 6

The gradient of the line will be \frac{-6}{8} = -\frac{3}{4} and P gives the intercept as 6.

## 13) What a waste

Harry wants to cut a sector of radius 30 cm from a piece of paper measuring 30 cm by 20 cm.

What percentage of the paper will be wasted?

- What information do we need to calculate the area of a sector? Do we have it all?
- Would drawing another line on the diagram help find the angle of the sector?

The angle of the sector can be found using right angle triangle trigonometry.

This gives us the area of the sector as 328.37 cm 2 .

The area of the paper is 600 cm 2 .

The area of paper wasted would be 600 – 328.37 = 271.62 cm 2 .

The wasted area is 45.27% of the paper.

## 14) Tri-polygonometry

## 15) That’s a lot of Pi

A block of ready made pastry is a cuboid measuring 3 cm by 10 cm by 15 cm.

How many blocks of pastry will Anne need to buy?

The volume of one block of pastry is 450 cm 3 .

The volume of one cylinder of pastry is 127.23 cm 3 .

12 pies will require 1526.81 cm 3 .

Dividing the volume needed by 450 gives 3.39(…).

Rounding this up tells us that 4 pastry blocks will be needed.

## 16) Is it right?

A triangle has sides of (x+4) cm, (2x+6) cm and (3x-2) cm. Its perimeter is 80 cm.

Show that the triangle is right angled and find its area.

Forming an equation gives 6x+8=80

This gives us x=12 and side lengths of 16 cm, 30 cm and 34 cm.

Therefore, the triangle is right angled.

The area of the triangle is (16 x 30) ÷ 2 = 240 cm 2 .

## 17) Pie chart ratio

The pie chart shows sectors for red, blue and green.

The ratio of the angles of the red sector to the blue sector is 2:7.

The ratio of the angles of the red sector to the green sector is 1:3.

Find the angles of each sector of the pie chart.

Multiplying the ratio of red : green by 2, it can be written as 2:6.

Now the colour each ratio has in common, red, has equal parts in each ratio.

The ratio of red:blue is 2:7, this means red:blue:green = 2:7:6.

Sharing 360° in this ratio gives red:blue:green = 48°:168°:144°.

## 18) DIY Simultaneously

Mr Jones buys 5 tins of paint and 4 rolls of decorating tape. The total cost was £167.

Find the cost of 1 tin of paint.

The sale price of the fan heater is £33.75. This gives the simultaneous equations

p+t = 33.75 and 5 p +4 t = 167.

## 19) Triathlon pace

Jodie is competing in a Triathlon.

A triathlon consists of a 5 km swim, a 40 km cycle and a 10 km run.

Jodie wants to complete the triathlon in 5 hours.

What speed must Jodie average on the final run to finish the triathlon in 5 hours?

Forming the simultaneous equations

## 21) Angles in a polygon

The diagram shows part of a regular polygon.

A , B and C are vertices of the polygon.

The size of the reflex angle ABC is 360° minus the interior angle.

Each of the reflex angles is 180 degrees more than the exterior angle: 180 + \frac{360}{n}

The sum of all of these angles is n (180 + \frac{360}{n} ).

This simplifies to 180 n + 360

The sum of the interior angles is 180( n – 2) = 180 n – 360

The difference is 180 n + 360 – (180 n -360) = 720°

## 22) Prism and force (Non-calculator)

The diagram shows a prism with an equilateral triangle cross-section.

Given that the prism has a volume of 384 m 3 , find the length of the prism.

Area = 12÷ \frac{ \sqrt{3} }{4} = 16\sqrt{3} m 2

Therefore, the length of the prism is 384 ÷ 16\sqrt{3} = 8\sqrt{3} m

## 23) Geometric sequences (Non-calculator)

A geometric sequence has a third term of 6 and a sixth term of 14 \frac{2}{9}

Find the first term of the sequence.

The sixth term is ar 5 = \frac{128}{9}

Diving these terms gives r 3 = \frac{64}{27}

Dividing the third term twice by \frac{4}{3} gives the first term a = \frac{27}{8}

## 24) Printing factory

For the first two days of printing, 3 of the printers are broken.

How many days in total does it take the factory to produce all of the exam papers?

This is a total of 29 exam papers.

Therefore, 15 days in total are required.

## 25) Circles

The diagram shows a circle with equation x^{2}+{y}^{2}=13 .

A tangent touches the circle at point P when x=3 and y is negative.

The tangent intercepts the coordinate axes at A and B .

Using the equation x^{2}+y^{2}=13 to find the y value for P gives y=-2 .

Substituting x=0 and y=0 gives A and B as (0 , -\frac {13}{2}) and ( \frac{13}{3} , 0)

Using Pythagoras’ Theorem gives the length of AB as ( \frac{ 13\sqrt{13} }{6} ) = 7.812.

## 26) Circle theorems

EF is a tangent to the circle at A .

Find the area of ABCD to the nearest integer.

The Alternate Segment Theorem gives angle ACD as 46° and angle ACB as 48°.

Opposite angles in a cyclic quadrilateral summing to 180° gives angle ABC as 102°.

We can now use the area of a triangle formula to find the area of both triangles.

0.5 × 5 × 5.899 × sin (46) + 0.5 × 3.016 × 5.899 × sin (48) = 17 units 2 (to the nearest integer).

## 27) Quadratic function

The quadratic function f(x) = -2x^{2} + 8x +11 has a turning point at P .

Find the coordinate of the turning point after the transformation -f(x-3) .

This gives a turning point for f(x) as (2,19).

Applying -f(x-3) gives the new turning point as (5,-19).

## 28) Probability with fruit

A fruit bowl contains only 5 grapes and n strawberries.

A fruit is taken, eaten and then another is selected.

The probability of taking two strawberries is \frac{7}{22} .

Find the probability of taking one of each fruit.

There are n+5 fruits altogether.

P(Strawberry then strawberry)= \frac{n}{n+5} × \frac{n-1}{n+4} = \frac{7}{22}

This gives the quadratic equation 15n^{2} - 85n - 140 = 0

This can be divided through by 5 to give 3n^{2} - 17n- 28 = 0

This factorises to (n-7)(3n + 4) = 0

## 29) Ice cream tub volume

We need to find the upper and lower bounds of the two volumes.

Upper bound tub volume = 5665.625 cm 3

Lower bound tub volume = 4729.375 cm 3

Upper bound scoop volume = 49.32 cm 3

Lower bound scoop volume = 46.14 cm 3

Maximum number of scoops = 122.79

Minimum number of scoops = 95.89

## 30) Translating graphs

The diagram shows the graph of y = a+tan(x-b ).

The graph goes through the points (75, 3) and Q (60, q).

Find exact values of a , b and q .

The asymptote has been translated to the right by 30°.

So the point (45,1) has been translated to the point (75,3).

## 30 Problem Solving Maths Questions, Solutions & Strategies

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## Privacy Overview

## Math Problem Answers

Various types of Math Problem Answers are solved here.

Selling price of the first pipe = $1.20

Let’s try to find the cost price of the first pipe

Selling price of the Second pipe = $1.20

Let’s try to find the cost price of the second pipe

Therefore, total cost price of the two pipes = $1.00 + $1.50 = $2.50

And total selling price of the two pipes = $1.20 + $1.20 = $2.40

Therefore, Mr. Jones loss 10 cents.

3. A recipe calls for 2 1/2 cups and I want to make 1 1/2 recipes. How many cups do I need?

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## Solving Word Questions

In Algebra we often have word questions like:

## Example: Sam and Alex play tennis.

On the weekend Sam played 4 more games than Alex did, and together they played 12 games.

The trick is to break the solution into two parts:

Turn the English into Algebra.

## Turning English into Algebra

To turn the English into Algebra it helps to:

- Read the whole thing first
- Do a sketch if possible
- Assign letters for the values
- Find or work out formulas

## Thinking Clearly

Some wording can be tricky, making it hard to think "the right way around", such as:

## Example: Sam has 2 dollars less than Alex. How do we write this as an equation?

The correct answer is S = A − 2

( S − 2 = A is a common mistake, as the question is written "Sam ... 2 less ... Alex")

## Example: on our street there are twice as many dogs as cats. How do we write this as an equation?

( 2D = C is a common mistake, as the question is written "twice ... dogs ... cats")

Let's start with a really simple example so we see how it's done:

## Example: A rectangular garden is 12m by 5m, what is its area ?

Turn the English into Algebra:

Formula for Area of a Rectangle : A = w × h

We are being asked for the Area.

The area is 60 square meters .

Now let's try the example from the top of the page:

## Example: Sam and Alex play Tennis. On the weekend Sam played 4 more games than Alex did, and together they played 12 games. How many games did Alex play?

We know that Sam played 4 more games than Alex, so: S = A + 4

And we know that together they played 12 games: S + A = 12

We are being asked for how many games Alex played: A

Which means that Alex played 4 games of tennis.

## Example: Alex and Sam also build tables. Together they make 10 tables in 12 days. Alex working alone can make 10 in 30 days. How long would it take Sam working alone to make 10 tables?

12 days of Alex and Sam is 10 tables, so: 12a + 12s = 10

30 days of Alex alone is also 10 tables: 30a = 10

We are being asked how long it would take Sam to make 10 tables.

30a = 10 , so Alex's rate (tables per day) is: a = 10/30 = 1/3

Which means that Sam's rate is half a table a day (faster than Alex!)

So 10 tables would take Sam just 20 days.

Should Sam be paid more I wonder?

And another "substitution" example:

## Example: Jenna is training hard to qualify for the National Games. She has a regular weekly routine, training for five hours a day on some days and 3 hours a day on the other days. She trains altogether 27 hours in a seven day week. On how many days does she train for five hours?

We know there are seven days in the week, so: d + e = 7

And she trains 27 hours in a week, with d 5 hour days and e 3 hour days: 5d + 3e = 27

We are being asked for how many days she trains for 5 hours: d

The number of "5 hour" days is 3

3 × 5 hours = 15 hours, plus 4 × 3 hours = 12 hours gives a total of 27 hours

## Example: A circle has an area of 12 mm 2 , what is its radius?

And the formula for Area is: A = π r 2

We are being asked for the radius.

We need to rearrange the formula to find the area

## Example: A cube has a volume of 125 mm 3 , what is its surface area?

- Use V for Volume
- Use A for Area
- Use s for side length of cube
- Volume of a cube: V = s 3
- Surface area of a cube: A = 6s 2

We are being asked for the surface area.

First work out s using the volume formula:

Now we can calculate surface area:

## Example: Joel works at the local pizza parlor. When he works overtime he earns 1¼ times the normal rate. One week Joel worked for 40 hours at the normal rate of pay and also worked 12 hours overtime. If Joel earned $660 altogether in that week, what is his normal rate of pay?

- Joel's normal rate of pay: $N per hour
- Joel works for 40 hours at $N per hour = $40N
- When Joel does overtime he earns 1¼ times the normal rate = $1.25N per hour
- Joel works for 12 hours at $1.25N per hour = $(12 × 1¼N) = $15N
- And together he earned $660, so:

We are being asked for Joel's normal rate of pay $N.

So Joel’s normal rate of pay is $12 per hour

More about Money, with these two examples involving Compound Interest

## Example: Alex puts $2000 in the bank at an annual compound interest of 11%. How much will it be worth in 3 years?

This is the compound interest formula:

- Present Value PV = $2,000
- Interest Rate (as a decimal): r = 0.11
- Number of Periods: n = 3
- Future Value (the value we want): FV

We are being asked for the Future Value: FV

## Example: Roger deposited $1,000 into a savings account. The money earned interest compounded annually at the same rate. After nine years Roger's deposit has grown to $1,551.33 What was the annual rate of interest for the savings account?

The compound interest formula:

- Present Value PV = $1,000
- Interest Rate (the value we want): r
- Number of Periods: n = 9
- Future Value: FV = $1,551.33

We are being asked for the Interest Rate: r

So the annual rate of interest is 5%

Check : $1,000 × (1.05) 9 = $1,000 × 1.55133 = $1,551.33

And an example of a Ratio question:

## Example: At the start of the year the ratio of boys to girls in a class is 2 : 1 But now, half a year later, four boys have left the class and there are two new girls. The ratio of boys to girls is now 4 : 3 How many students are there altogether now?

Which can be rearranged to 3b = 4g

At the start of the year there was (b + 4) boys and (g − 2) girls, and the ratio was 2 : 1

Which can be rearranged to b + 4 = 2(g − 2)

We are being asked for how many students there are altogether now: b + g

And 3b = 4g , so b = 4g/3 = 4 × 12 / 3 = 16 , so there are 16 boys

So there are now 12 girls and 16 boys in the class, making 28 students altogether .

And now for some Quadratic Equations :

## Example: The product of two consecutive even integers is 168. What are the integers?

We will call the smaller integer n , and so the larger integer must be n+2

And we are told the product (what we get after multiplying) is 168, so we know:

We are being asked for the integers

Check −14: −14(−14 + 2) = (−14)×(−12) = 168 YES

Check 12: 12(12 + 2) = 12×14 = 168 YES

So there are two solutions: −14 and −12 is one, 12 and 14 is the other.

Note: we could have also tried "guess and check":

## Example: You are an Architect. Your client wants a room twice as long as it is wide. They also want a 3m wide veranda along the long side. Your client has 56 square meters of beautiful marble tiles to cover the whole area. What should the length of the room be?

Let's first make a sketch so we get things right!:

- the length of the room: L
- the width of the room: W
- the total Area including veranda: A
- the width of the room is half its length: W = ½L
- the total area is the (room width + 3) times the length: A = (W+3) × L = 56

We are being asked for the length of the room: L

This is a quadratic equation , there are many ways to solve it, this time let's use factoring :

So the length of the room is 8 m

So the area of the rectangle = (W+3) × L = 7 × 8 = 56

## Introduction

If you wish to add some fun and excitement into educational activities, also check out

## Fun Maths Questions with answers - PDF

Answer: is 3, because ‘six’ has three letters

What is the number of parking space covered by the car?

Replace the question mark in the above problem with the appropriate number.

Which number is equivalent to 3^(4)÷3^(2)

This problem comes straight from a standardized test given in New York in 2014.

This question comes directly from a second grader's math homework.

I am an odd number. Take away one letter and I become even. What number am I?

Answer: Seven (take away the ‘s’ and it becomes ‘even’).

Using only an addition, how do you add eight 8’s and get the number 1000?

Sally is 54 years old and her mother is 80, how many years ago was Sally’s mother times her age?

41 years ago, when Sally was 13 and her mother was 39.

Which 3 numbers have the same answer whether they’re added or multiplied together?

Because there was a third girl, which makes them triplets!

The tide raises both the water and the boat so the water will never reach the fifth rung.

First, fill 3Lt bottle and pour 3 litres into 5Lt bottle.

Again fill the 3Lt bottle. Now pour 2 litres into the 5Lt bottle until it becomes full.

Pour remaining 1 litre in 3Lt bottle into 5Lt bottle.

Now again fill 3Lt bottle and pour 3 litres into 5Lt bottle.

Now you have 4 litres in the 5Lt bottle. That’s it.

First, fill the 5Lt bottle and pour 3 litres into 3Lt bottle.

Pour remaining 2 litres in 5Lt bottle into 3Lt bottle.

Again fill the 5Lt bottle and pour 1 litre into 3 Lt bottle until it becomes full.

How to get a number 100 by using four sevens (7’s) and a one (1)?

Answer 2: (7+7) * (7 + (1/7)) = 100

Move any four matches to get 3 equilateral triangles only (don’t remove matches)

Find the area of the red triangle.

If 72 x 96 = 6927, 58 x 87 = 7885, then 79 x 86 = ?

Look at this series: 36, 34, 30, 28, 24, … What number should come next?

Look at this series: 22, 21, 23, 22, 24, 23, … What number should come next?

If 13 x 12 = 651 & 41 x 23 = 448, then, 24 x 22 =?

Look at this series: 53, 53, 40, 40, 27, 27, … What number should come next?

## About Cuemath

The home of mathematics education in New Zealand.

## Problem Solving

## Mathematical Word Problems

## Word Problems

Solve a word problem and explore related facts.

## Solve a word problem:

## Math Word Problems

- Question : Understand what the question is asking. What operation or operations do you need to use to solve this question? Ask for help to understand the question if you can't do it on your own.
- Estimate : Use an estimation strategy, so you can check your answer for reasonableness in the evaluate step. Try underestimating and overestimating, so you know what range the answer is supposed to be in. Be flexible in rounding numbers if it will make your estimate easier.
- Strategize : Choose a strategy to solve the problem. Will you use mental math, manipulatives, or pencil and paper? Use a strategy that works for you. Save the calculator until the evaluate stage.
- Calculate : Use your strategy to solve the problem.
- Evaluate : Compare your answer to your estimate. If you under and overestimated, is the answer in the correct range. If you rounded up or down, does the answer make sense (e.g. is it a little less or a little more than the estimate). Also check with a calculator.

## Most Popular Math Word Problems this Week

## Various Word Problems

Various word problems for students who have mastered basic arithmetic and need a further challenge.

## Addition word problems

## Subtraction word problems

## Multiplication word problems

## Division word problems

## Multi-Step word problems

## 40 Fun Math Questions with Answers

You can easily get 50+ Funny math questions – Download for free here!

## Fun Math Questions For Students

## 100+ Free Math Worksheets, Practice Tests & Quizzes

Answer: Remove the edge matchsticks from the middle row and column as shown in the picture.

Answer: 8×4 =32, 9×5 = 45, 10×6 = 60, 11×7 = 77, 12×8 = 96.

Answer2: 32+13 = 45. 45+15 = 60, 60+17 = 77, 77+19 = 96.

So, the following number will be 96.

## The digital co-teacher made with ❤️ by teachers

ByteLearn saves you time and ensures every student gets the support they need

Answer: One Triangle = 10 as per the first equation

One Circle = 2 on solving the second equation

One Star = 1 on solving the equation third

Answer: 3 Apples = 30; So, 1 Apple = 10

As per the second equation, one banana = 1

As per the third equation, coconut half = 1

So, the half coconut + 1 Apple + 3 Banana = 12

Answer: 2 Bananas = 30; so, 1 banana will be = 15

2 cherries + 2 cherries = 20; so, 1 cherry will be = 5

2 apples = 8; so, 1 apple will be = 4

Therefore; 1 banana + 1 cherry + 1 apple = 15 + 5 + 4 = 24

Answer: 8+6 =14; 14+8 = 22; 22+10 = 32; 32+12 = 42.

Answer: (7*4) + (4*5) = 28+20 = 48;

Answer: Strike number 48, 39, 13 as 48 because 48+39+13 = 100.

So, (3+5+1) / 3 = 3 is the answer.

Therefore, the missing number is 6.

Answer: Just divide the pie in quarters and see the answer logic.

18. Add only one matchstick to make the equation right.

Answer: Add the one matchstick to the plus sign between any 5 to make it 4.And 545+5 = 550.

Answer: 23, count them carefully and patiently.

Reason: 5*8 = 40; 8*3 = 24; and 5*6 = 30. So, 6*3 = 18.

Answer: Both are equally heavier.

Answer: All ten fishes because no one has removed any fish from the tank.

For example: 6+4 = (6-4)(6+4) = 210.

Answer: As per the sample equations, 2+3 = 2x(2+3) = 10; 7x(7+2) = 63; and so on.

Answer: The hidden equation in these numbers is like 3X2+4 = 10 for the first one.

Answer: My sister’s age when I was 4 = half my age = 4/2 =2 years.

So, my sister is two years younger than me.

When I am 18, he will be 16 years old.

Answer: Total bicycles and tricycles = 14

All the cycles have minimum wheels, 14 X 2 = 28;

There are ten extra wheels other than bicycles, meaning ten tricycles.

Answer: The three numbers are 1, 2, and 3; because, 1+2+3 = 6. And, 1*2*3 = 6.

Another logic can be a consecutive number pattern formed by alternate numbers.

Answer: 888 + 88 + 8 + 8 + 8 = 1000

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