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Solving Multi-Step Equations: Explanations, Review, and Examples

  • The Albert Team
  • Last Updated On: February 16, 2023

Solving Multi-Step Equations: Explanations, Review, and Examples

Whether you’re new to solving multi-step equations or simply studying before that big chapter test, Albert has you covered!

This blog post will guide you through defining multi-step equations, examples of multi-step equations, and how to solve multi-step equations (including problems with fractions and words). Let’s go!

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What We Review

What is a multi-step equation?

Remember, an equation is a mathematical sentence that uses an equal sign, = , to show that two expressions are equal. 

We began our study of solving equations with one-step equations , then we moved on to two-step equations . (Check out those links if you need a quick refresher!) 

Now we are moving to multi-step equations . A multi-step equation is an equation that takes two or more steps to solve. These problems can have a mix of addition, subtraction, multiplication, or division. We also might have to combine like terms or use the distributive property to properly solve our equations. 

So get your mathematical toolbox out! You never know what you might see in a multi-step equation!

problem solving multiple step problems 11 8 answer key

Examples of multi-step equations

Multi-step equations are a wide-ranging category of equations. Some can be very simple, while others become more complex. Never fear! We’re going to show you many examples of multi-step equations and how to solve these important aspects of Algebra 1. 

Here are some examples of multi-step equations: 

How to solve multi-step equations

Remember, an equation is solved when we have isolated the variable and found a value that makes the equation true. In order to solve equations, we use inverse operations to help us isolate the variable.

Order of Operations

Another mathematical concept that will help when solving multi-step equations is the Order of Operations . To use the order of operations, we must first do any operations inside grouping symbols (parentheses, brackets, etc), then exponents, then multiplication or division (whatever comes first, left to right), then finally addition or subtraction (whatever comes first, left to right). You can remember this by the acronym, PEMDAS .

A graphic showing the order of operations using the PEMDAS acronym.

Additionally, we may have to combine like terms on either side of the equation to help solve these equations. Eventually, you will create a one- or two-step equation that you will be able to solve similarly to previous problems! 

Here is an example of a multi-step equation with variables on both sides:

Solve for x in the following equation:

Since there are variables on both sides, we must eliminate the variable from one side first. I suggest moving the 4x first, as to not create a negative. 

Now we are back to a basic two-step equation.

To check you answer, you can simplify substitute 3 into the variable to see if the equation is true: 

Thus, x = 3 is the correct solution. 

Below is a short video from Mike DeVor showing more examples of solving multi-step equations:

problem solving multiple step problems 11 8 answer key

Now that we have been introduced to Multi-Step Equations, let’s get those brain gears in motion and look at some more challenging examples!

Multi-step equations with fractions

When dealing with an equation with more than one fraction, the easiest way to solve the equation is by finding the Least Common Denominator . The least common denominator is the smallest number that can be a common denominator for a set of fractions. 

Once we find the least common denominator, we will multiply each term by this value to eliminate the fraction. Here is an example of a multi-step equation with fractions: 

Solve for y in the following equation:

The denominators above are 2, 4, 6 , therefore the least common denominator for these numbers is 12 . So we will multiply each term by 12 .

To check your answer, you can substitute 9 into the variable to see if the equation is true:

Therefore, y = 9 is the correct solution. 

Multi-step equations with distributive property

Solve for z in the following equation:

To check you answer, you can substitute 3 into the variable to see if the equation is true:

Thus, z = 3 is the correct solution.

Solve for m in the following equation:

To check you answer, you can simplify substitute -9 into the variable to see if the equation is true:

Thus, m = -9 is the correct solution.

Multi-step equation word problems

First, let’s create an equation for the situation: 

To check you answer, you can simplify substitute 15 into the variable to see if the equation is true:

Therefore, the breakeven point for Distributor A and Distributor B would be 15  pounds.

First, let’s set up an equation that models the situation:

Since each book costs the same amount, we denote this amount by the variable, c . Then we applied the \$5 coupon to each book, and finally, we will multiply the cost of each book after the coupon by 3 . 

Now, simply solve for c like any other multi-step equation: 

Therefore, each book cost \$20 before the coupon was applied.

Keys to Remember: Solving Multi-Step Equations

  • A multi-step equation is an equation that requires two or more steps to solve.
  • When solving: remember whatever you do to one side, you must do to the other.
  • To solve multi-step equations with fractions, you can multiply each term by the least common denominator to eliminate the fractions first.
  • To check the solution, simply substitute the value into the variable to see if the equation is true.
  • You can model real-life situations with an equation and solve for a correct solution.

Read these other helpful posts:

  • Solving One-Step Equations
  • Solving Two-Step Equations
  • Forms of Linear Equations
  • View ALL Algebra 1 Review Guides

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Course: 7th grade   >   Unit 2

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Multi-step ratio and percent problems

Problem 1: magic carpet.

  • 10 ‍   parts gold yarn
  • 7 ‍   parts bronze yarn
  • 3 ‍   parts silver yarn
  • Your answer should be
  • an integer, like 6 ‍  
  • a simplified proper fraction, like 3 / 5 ‍  
  • a simplified improper fraction, like 7 / 4 ‍  
  • a mixed number, like 1   3 / 4 ‍  
  • an exact decimal, like 0.75 ‍  
  • a multiple of pi, like 12   pi ‍   or 2 / 3   pi ‍  

Problem 2: Soccer

  • On Monday, Joel exercises for 20 ‍   minutes before school, and 25 % ‍   of that time is spent playing soccer.
  • On Monday, Joel exercises for 60 ‍   minutes after school, and 40 % ‍   of that time is spent playing soccer.

Problem 3: Candles

  • 2 ‍   parts red wax
  • 5 ‍   parts yellow wax
  • 3 ‍   parts white wax
  • (Choice A)   5 10 ‍   quarts A 5 10 ‍   quarts
  • (Choice B)   1 ‍   quart B 1 ‍   quart
  • (Choice C)   2 1 2 ‍   quarts C 2 1 2 ‍   quarts
  • (Choice D)   25 ‍   quarts D 25 ‍   quarts

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How to Solve Multi-Step Word Problems

Multi-step word problems may initially seem daunting, but with a structured approach, they become manageable and less intimidating. Here, we provide a step-by-step guide to help you navigate these complex problems with ease.

How to Solve Multi-Step Word Problems

A Step-by-step Guide to Solving Multi-Step Word Problems

Step 1: understand the problem.

The first step in solving multi-step word problems is to read the problem carefully. Look for keywords and phrases that suggest what arithmetic operation(s) you will need to apply. Words like ‘in total’, ‘altogether’ or ‘sum’ suggest an addition, ‘less than’ or ‘remain’ hint towards subtraction, ‘product’ or ‘times’ indicate multiplication, and ‘quotient’ or ‘divided by’ point to division.

Step 2: Identify the Steps Needed

After understanding the problem, list out the necessary steps to reach the solution. Each word problem is a unique puzzle with its sequence of operations. Some problems may require you to perform multiplication before addition, while others may need subtraction followed by division.

Step 3: Assign Variables

For problems with unknown quantities, assign a variable (for example, \(X\) or \(Y\)) to each unknown. This strategy makes it easier to organize information and apply arithmetic operations.

Step 4: Write Equations

Formulate equations based on the identified steps and assigned variables. Keep in mind the order of operations (BIDMAS/BODMAS) – Brackets, Indices/Orders, Division and Multiplication (from left to right), Addition, and Subtraction (from left to right).

Step 5: Solve the Equations

Solving the equations might require simple substitution or more advanced techniques like elimination or matrix method in the case of multiple variables. Don’t forget to check your solutions to make sure they satisfy the original equations.

Step 6: Answer the Question

Finally, ensure that your answer responds to the question asked in the problem. For example, if the problem is asking for the total number of apples, your answer should be a number and mention ‘apples’.

Practical Example

Let’s apply these steps to a sample problem: “Sarah bought \(2\) books. Each book cost twice as much as a pen. She bought \(4\) pens. If each pen cost \($5\), how much did she spend in total?”

Step 1: The problem involves multiplication (each book cost twice as much as a pen) and addition (total amount spent).

Step 2: First, find the cost of a book and then calculate the total cost.

Step 3: Let’s say \(X\) is the cost of a book.

Step 4: The equations will be \(X = 2 \times the\:cost\:of\:a\:pen\) and Total cost = cost of books + cost of pens.

Step 5: Substituting the given cost of a pen (\($5\)), we find \(X = $10\). The total cost is then calculated as \((2 \times $10) + (4 \times $5) = $40\).

Step 6: The total amount Sarah spent is \($40\).

In conclusion, with a systematic approach, you can effectively solve any multi-step word problem. Remember, practice is the key. The more problems you solve, the better you will become at identifying the necessary steps and solving them accurately.

by: Effortless Math Team about 8 months ago (category: Articles )

Effortless Math Team

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2-Step Word Problems and Multi-Step Word Problems in KS2 Maths: Sample Questions, Answers & Strategies for Solving

Sophie bartlett.

Teaching your pupils to solve 2-step word problems and multi-step word problems at KS2 is one of hardest parts of a mastery led approach in maths. There are several cognitive functions at play, as children have to wrestle with their knowledge of maths vocabulary, maths operations, and often basic comprehension skills.

In this article we set out some of the sorts of maths word problems pupils can expect from the KS2 maths national curriculum and look at strategies for solving them.  In total we’ve provided 30 KS2 word problems to work through, showing the variety of 2-step word problems and multi-step word problems pupils are likely to encounter.

What are word problems

What are two-step word problems, what are multi-step word problems, two-step word problems and multi-step word problems pupils will encounter in ks2, skills required for multi-step word problems, arithmetic within multi-step word problems, how to teach multi-step word problems, how to solve a year 6 multi-step word problem, how to solve a year 5 multi-step word problem, 2-step word problems year 3, 2-step word problems year 4, multi-step word problems: year 5, multi-step word problems year 6, 2-step and multi-step word problems by topic, place value word problems, addition and subtraction word problems, multiplication and division word problems, mixed operations word problems, fraction word problems, decimals word problems, percentage word problems, measurement word problems, money word problems, area word problems, perimeter word problems, ratio word problems , order of operations word problems, volume word problems , algebra word problems, more support with ks2 word problems.

Word problems in maths are sentences describing a real life scenario where children must apply their maths knowledge to reach a solution or unpick the maths problem. 

To solve maths word problems children must be familiar with the maths language associated with the mathematical symbols they are used to in order to make sense of the word problem; for example: plus, more, total = add; difference, less, minus = subtract, etc.

Two-step word problems are problems in which two separate calculations (usually different operations) are required to reach the answer. By different operations we mean addition, subtraction, multiplication or division.

Multi-step word problems are maths problems that require multiple calculations to solve them. They will usually will involve more than one operation and often more than one strand from the curriculum. For example a multi-step word problem on area and perimeter may also involve ratio and multiplication.

In KS2 SATs multi-step word problems can be awarded up to 3 marks for a correct answer, but 1 or 2 marks can be achieved by solving some of the steps in the problem correctly.

In Key Stage 2, there are nine ‘strands’ of maths – these are then further split into ‘sub-strands’. For example, ‘number and place value’ is the first strand: a Year 3 sub-strand of this is to “find 10 or 100 more or less than a given number”; a Year 6 sub-strand of this is to “determine the value of each digit in numbers up to 10 million”. 

The table below shows how the ‘sub-strands’ are distributed across each strand and year group in KS2.

As well as varying in content (sometimes by using a combination of strands in one problem, e.g. shape and calculations), word problems will also vary in complexity, from one-step to multi-step problems. 

Different word problems will provide a different level of cognitive demand as an alternative method of adapting the level of difficulty. The STA mathematics test framework (2015) sets these out.

There is a high level of cognitive demand on children when they are faced with multi-step word problems: interpreting the question to find the arithmetic behind it and then calculating the arithmetic itself.

Therefore, a secure knowledge of times tables and a confident understanding of arithmetic are essential skills for being able to successfully solve word problems.

Year 3 to 6 Rapid Reasoning (Weeks 1-6)

Download 480 two-step and multi-step word problems for Years 3 to Year 6 (4 a day x 6 weeks for each year group)

A useful strategy to use in class is to provide children with a list of arithmetic questions you have previously ‘extracted’ from some word problems. 

Generally, children are much more confident with arithmetic than word problems, so they should be able to answer these with relative ease. 

In the next lesson, give the children the word problems – after a while, ask them which they found easier and why. 

Then show the children the arithmetic from the previous day and ask if they can see the similarities. They could then try to ‘extract’ the arithmetic from word problems themselves.

Here are two simple strategies that can be applied to most two-step word problems and multi-step word problems before solving them.

  • What do you already know?
  • How can this problem be drawn/represented pictorially?

Here’s an example.

There are 29 pupils in a class. The teacher has 7 litres of apple juice. She pours 215 millilitres of apple juice for every pupil. How much apple juice is left over?

1. What do you already know?

  • There are 1,000ml in 1 litre
  • Pours = liquid leaving the bottle = subtraction
  • For every = multiply
  • Left over = requires subtraction at some point

2. How can this problem be drawn/represented pictorially?

Bar modelling is always a brilliant way of representing even multi step word problems in year 6, but there are always other ways of drawing it out. For example, for this question, you could draw 29 pupils (or stick man x 29) with ‘215 ml’ above each one and then a half-empty bottle with ‘7 litres’ marked at the top.

Now to put the maths to work. This is a Year 6 multi-step problem, so we need to use what we already know and what we’ve drawn to break down the steps.

3. How to answer step by step

  • There are 29 pupils in a class.
  • The teacher has 7 litres of apple juice.  1) 7 litres = 7,000ml
  • She pours 215 millilitres of apple juice for every pupil.  2) 215ml x 29 = 6,235ml
  • How much apple juice is left over?  3) 7,000ml – 6,235ml = 765ml

A similar approach can be used for this one.

  • Mara is in a bookshop. She buys one book for £6.99 and another that costs £3.40 more than the first book. She pays using a £20 notes. What change does Mara get?
  • More than = add
  • Using decimals means I will have to line up the decimal points correctly in calculations
  • Change from money = subtract

See this example of bar modelling for this question:

Now to put the maths to work using what we already know and what we’ve drawn to break down the steps.

  • Mara is in a bookshop. 
  • She buys one book for £6.99 and another that costs £3.40 more than the first book.  1) £6.99 + (£6.99 + £3.40) = £17.38
  • She pays using a £20 note. 
  • What change does Mara get?
  • £20 – £17.38 = £2.62

There are plenty more teacher guides and resources available from Third Space for problem solving in KS2.  Find out how to develop maths reasoning skills in KS2, how to balance fluency, reasoning and problem solving in your maths lessons, and get ideas for developing and running maths investigations at KS2. 

With word problems for Year 3 , children will move away from solely using concrete resources when solving word problems and start using written methods. This is also the year in which two-step problems will be introduced.

As some children may not be confident readers, it is important that word problems are explored in a variety of contexts: as a class, in groups, in partners, with an adult, with a list of ‘mathematical vocabulary’ accessible, etc. It is important that children’s literacy skills don’t hinder their progress or in maths.

Example Year 3 word problems

  • Dylan and Holly have different amounts of money. Dylan has fifteen 2p coins. Holly has seven 5p coins. Who has the most money, and by how much? Answer: Holly by 5p.
  • It takes Jamie 10 minutes to read 3 pages of his book. He reads 18 pages of his book before bed. How long does Jamie spend reading? Answer: 60 minutes.

With word problems year 4 , children should feel confident using the written method for each of the four operations. This year children will be presented with a variety of problems, including two-step problems, and be expected to work out the appropriate method required to solve each one. 

While children should be focusing on formal written methods, it is important that concrete resources and pictorial representations are still used to consolidate their understanding.

Example Year 4 word problem

  • Lily, Simon and Rose are each thinking of a number. The sum of their numbers is 9,989. Lily’s number is 1,832. Simon’s number is three thousand more than Lily’s. What is Rose’s number? Answer: 3,325
  • Mia has a jug with 2.5 litres of water in it. She pours two glasses of 300ml and three glasses of 500ml. How much water is left in the jug? Give your answer in millilitres. Answer: 400ml

Although one and two-step word problems are the mainstay of Year 5 reasoning and problem solving, word problems for year 5 are also when children may start to extend their range to include multi-step problems; 

In Upper Key Stage 2, word problems become more complex not only in the calculations (higher numbers, decimals etc.) but also the vocabulary – a subtlety of maths language may mean it is less obvious as to which operation is required.

In the first example below, the children are essentially being asked to add and divide by 7 – or find the ‘mean’ – but the word problem doesn’t use the vocabulary children usually associate with addition or division, such as total, sum, share, split, etc. To reduce the cognitive demand of questions such as these, the numbers could be altered so that children are still required to extract the calculations from the word problems but can then complete those calculations with simpler numbers.

Example Year 5 multi-step word problem s

  • A writer is working on two projects. She has one week to write 518 maths questions for one project and 476 questions for another project. If she completes the same number of questions every day, how many should she aim to complete each day? Answer: 142
  • Walton Wanderers’ new shirt costs £29. In the first month after it was launched, the club shop sold 1,573 shirts. 54 shirts were returned because they did not fit. How much money did the club shop receive by selling the shirts? Answer: £44,051

With word problems for year 6 , children move on from 2-step word problems to multi-step word problems. These could include fractions, decimals and percentages. Some of the most complex problems in KS2 SATS papers are worth 3 marks – these are intended to challenge more able mathematicians. 

As previously mentioned, one or two marks can be achieved for correctly solving different ‘steps’ of the problem even without arriving at the correct final answer. 

Example Year 6 multi-step word problem

  • Sarah makes jewellery with beads. Bracelets have 37 beads. Necklaces have 74 beads. Sarah makes 28 bracelets and 81 necklaces. How many beads does she use altogether? Answer: 7,030
  • A field measures 15m by 20m. The field next to it is 300cm longer and 2.5m narrower. What is the difference in area between the two fields? Answer: 15m

For more like this, please refer to this collection of 35 year 6 maths reasoning questions to support teaching in the run up to SATs or if you want to focus specifically on using the bar model as a problem solving tool, try these Year 6 multi-step word problems . 

What follows are a series of 2-step word problems and multi-step worded problems based around the national curriculum objectives for each topic in maths. These show you a full range of question and problem types and the type of skills and knowledge your pupils will need to develop. We’ve also added some links to  relevant word problems worksheets.

Place value problems appear throughout KS2. In Year 3, they will be based on five objectives:

  • count from 0 in multiples of 4, 8, 50 and 100 (find 10 or 100 more or less than a given number)
  • recognise the place value of each digit in a three-digit number
  • compare and order numbers up to 1000
  • identify, represent and estimate numbers using different representations
  • read and write numbers up to 1000 in numerals and in words.

The progression in place value through KS2 ends in Year 6 with problems being based on three objectives:

  • read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
  • round any whole number to a required degree of accuracy
  • use negative numbers in context, and calculate intervals across zero.

Place value multi-step word problem: Year 6

  • Mo uses four-digit cards and some zeros to make a seven-digit number on a place-value grid. Mo places the digit with the lowest value in the place with the highest value. He then places the 6 so that it has a value of 60,000. Finally, he places the digit with the highest value in the place with the lowest value. What could Mo’s number be? Write your answer in words . 
  • Answer: any of the following numbers: one million two hundred and sixty thousand and nine, one million sixty-two thousand and nine, one million sixty thousand two hundred and nine, one million sixty thousand and twenty-nine

For free multi-step word problems worksheets download these free number and place value word problems for Years 3, 4, 5 and 6

Addition and subtraction problems appear throughout KS2. In Year 3, they will be based on three objectives:

  • add and subtract numbers mentally
  • add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction estimate the answer to a calculation and use inverse operations to check answers
  • solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

The progression in addition and subtraction through KS2 ends in Year 6 with problems being based on three objectives:

  • perform mental calculations, including with mixed operations and large numbers
  • solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Addition and subtraction multi-step word problem: Year 6

  • Buzzard Sky Diving Company have taken individual bookings worth £12,584 and group bookings worth £15,992. Some people have cancelled at the last minute. £1,629 has had to be returned to them. How much money has the sky diving company taken altogether? Answer: £26,947

For free multi-step and two-step word problems worksheets download these free addition and subtraction word problems for Years 3, 4, 5 and 6 and take a look at our collection of addition and subtraction word problems for Year 3- Year 6.

Tips for solving addition multi-step word problems 

Children should be taught to recognise the vocabulary used in addition word problems to signify that the addition operation is required, for example, altogether, combined, total, sum etc. Be mindful that although more can be used for addition (e.g. What is 7 more than 9?), it can also be used for subtraction (e.g. How many more is 9 than 7?).

Addition multi-step word problem: Year 6

  • Two different numbers add together to make an even total less than 20. Both numbers are greater than 6 and less than 12. What could the numbers be? Answer: 7 and 9, 7 and 11, 8 and 10

Tips for solving subtraction multi-step word problems 

Children should be taught to recognise the vocabulary used in subtraction word problems to signify that the subtraction operation is required, for example, change (money), difference, fewer than, minus etc. They should also by now know their subtraction facts. 

Subtraction two-step word problem: Year 5

  • Carlos Varqueri – United’s star striker – has asked for a pay rise. He would like another £154,875 a year, so that his wage becomes £800,000 per year. How much money does Carlos earn at the moment? Answer: £645,125

Multiplication and division problems appear throughout KS2. In Year 3, they will be based on three objectives:

  • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
  • write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
  • solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

The progression in multiplication and division through KS2 ends in Year 6 with problems being based on six objectives:

  • multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
  • divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
  • divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
  • identify common factors, common multiples and prime numbers

Multiplication and division multi-step word problem: Year 6 (crossover with decimals)

  • Lottie is playing a computer game. She has scored 67 points so far. She defeats a giant, which means that her score becomes ten times greater. However, she then gets lots in a maze, which means that her score becomes 1,000 times smaller. What is Lottie’s new score? Answer: 0.67

Tips for solving multiplication multi-step word problems

Children should be taught to recognise the vocabulary used in word problems to signify that the multiplication operation is required, for example, product, double, triple, groups etc. Be mindful that groups can be used in both multiplication and division problems, e.g. ‘What are 7 groups of 5?’ (multiplication) or ‘How many groups of 4 fit into 28?’ (division).

Multiplication multi-step word problem: Year 6

  • There are 32 levels in a computer game. The maximum number of points that can be achieved for each level is 1,450. Hauwa completes the game and scores maximum points. How many points does Hauwa score altogether? Answer: 46,400

For free multi-step and two-step word problems worksheets download free multiplication word problems worksheets for Years 3, 4, 5 and 6

Children can practice can practice multiplication word problems in Third Space Learning’s online tuition programmes.

Tips for solving division multi-step word problems

Children should be taught to recognise the vocabulary used in division word problems to signify that the division operation is required, for example, halve, share, groups, split etc.

Division two-step word problem: Year 4

  • A group of friends earn £120 by mowing lawns. They share the money equally. They get £15 each. How many friends are there in the group? Answer: 8

For free multi-step and two-step word problems worksheets download this free division word problems worksheet for Years 3, 4, 5 and 6

In the Year 3 non-statutory notes and guidance of the National Curriculum, it is recommended that pupils practise solving varied addition and subtraction questions and simple multiplication and division problems in contexts, deciding which of the four operations to use and why. These include measuring and scaling contexts, and correspondence problems in which m objects are connected to n objects.

At the end of KS2, the guidance states that pupils could practise addition, subtraction, multiplication and division for larger numbers, using the formal written methods of columnar addition and subtraction, short and long multiplication, and short and long division.

Mixed operations two-step word problem: Year 6 (crossover with money)

  • A customer visits Dave’s DIY and buys 18 packs of screws, 18 packs of washers and a screwdriver. How much change is given from £20? Answer: £1.67

Four operations multi-step word problem: Year 5

  • Oakthorpe Academy have been given a donation of £5,460 by the PTA. The School Council decide to use £1,755 on buying some new computer equipment. The rest is split equally between five year groups so they can decide for themselves how to spend the money. How much money will each year group have? Answer: £741
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Fraction w ord problems require a good understanding of division and multiplication. Bar models or other pictorial representations are useful strategies in helping children solve problems like these.

Fraction problems appear throughout KS2. In Year 3, they will be based on seven objectives:

  • count up and down in tenths
  • recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
  • recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
  • recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
  • recognise and show, using diagrams, equivalent fractions with small denominators
  • add and subtract fractions with the same denominator within one whole
  • compare and order unit fractions, and fractions with the same denominators.

The progression in fractions through KS2 ends in Year 6 with problems being based on seven objectives:

  • use common factors to simplify fractions and use common multiples to express fractions in the same denomination
  • compare and order fractions, including fractions > 1
  • add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • multiply simple pairs of proper fractions, writing the answer in its simplest form
  • divide proper fractions by whole numbers
  • associate a fraction with division and calculate decimal fraction equivalents
  • recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Fraction multi-step word problem: Year 6

  • A bakery has 2 and 1/3 rhubarb pies left for sale. A customer buys 3/12 of a pie. What fraction of the pies is left? Write your answer as a mixed number. Answer: 2 and 1/12

For free multi-step and two-step word problems worksheets download fractions and decimals word problems for Years 3, 4, 5 and 6

Decimal word problems are commonly used in questions involving money, although they also often appear alongside fractions and/or percentages, requiring children to calculate their equivalences.

Decimal problems begin in Year 4 and will be based on six objectives:

  • recognise and write decimal equivalents of any number of tenths or hundredths
  • recognise and write decimal equivalents to ¼, ½, ¾
  • find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
  • round decimals with one decimal place to the nearest whole number
  • compare numbers with the same number of decimal places up to two decimal places; solve simple measure and money problems involving fractions and decimals to two decimal places.

The progression in decimals from Year 4 ends in Year 6 with problems being based on six objectives

  • associate a fraction with division and calculate decimal fraction equivalents for a simple fraction
  • identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
  • multiply one-digit numbers with up to two decimal places by whole numbers
  • use written division methods in cases where the answer has up to two decimal places; solve problems which require answers to be rounded to specified degrees of accuracy

Decimals two-step word problem: Year 6 (crossover with multiplication)

  • A teaspoon contains 5.26ml of cough medicine. Amber takes 5 teaspoons full every day. How many millilitres of cough medicine does Amber take each day? Answer: 26.3ml

Children need a secure understanding in fractions before attempting percentage problems; they are therefore not introduced until Upper Key Stage 2. Percentage word problems begin in Year 5 and will be based on two objectives:

  • recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
  • solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.

The progression in percentage continues into Year 6 with problems being based on two objectives:

  • recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
  • solve problems involving the calculation of percentages and the use of percentages for comparison.

Percentage multi-step word problem: Year 6

  • Rachel and Max are playing a computer game. The game has 160 levels. Rachel’s counter says she has completed 60% of the game. Max’s counter says that he has completed 45% of the game. What levels are they each on? Answer: Rachel = Level 96, Max = Level 72

For free multi-step and two-step word problems worksheets download decimals and percentages word problems for Years 3, 4, 5 and 6

Many measurement word problems require children to convert between metric measures, thus children should be confident in multiplying and dividing by powers of 10. More complex measurement word problems (such as those involving imperial measures) may require children to have an understanding of ratio and proportion.

Word problems involving measures begin in Year 3 and will be based on six objectives:

  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g), volume/capacity (l/ml)
  • time word problems where children tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
  • estimate and read time with increasing accuracy to the nearest minute
  • record and compare time in terms of seconds, minutes and hours
  • use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight
  • know the number of seconds in a minute and the number of days in each month, year and leap year; compare durations of events

The progression continues into Year 6 with problems being based on three objectives:

  • solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
  • use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
  • convert between miles and kilometres.

Measurement multi-step word problem: Year 6 (crossover with ratio)

  • 5 miles are approximately equivalent to 8 km. Mr Norton’s car speedometer shows that he is travelling at 104 km/h. About how many miles per hour (mph) is the car travelling? Answer: 65 mph

Problems involving money link with decimals (money notation) and measures (converting between £ and p). Where possible, especially until their understanding is secure, children should be handling real money to help them solve problems.

Money word problems begin in Year 3 and will be based on one objective: add and subtract amounts of money to give change, using both £ and p in practical contexts. The non-statutory guidance in the curriculum recommends that pupils continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts.

The decimal recording of money is introduced formally in year 4, where word problems will be based on one objective: solve simple measure and money problems involving fractions and decimals to two decimal places.

Money problems continue throughout KS2 but are not specifically mentioned in the National Curriculum beyond Year 4.

Two-step money word problem: Year 6 (crossover with mixed operations)

These are the different prices of tickets at a cinema.

  • Jamaal’s dad buys two adults’ tickets and four children’s tickets. How much money do the tickets cost altogether? Answer: £32.20

Mathematical questions related to area require a secure understanding of arrays, times tables, multiplication, division and factors. Concrete resources such as Numicon and multilink can be used to support children to solve these problems.

Word problems involving area begin in Year 4 and will be based on one objective: find the area of rectilinear shapes by counting squares. The progression continues into Year 6 with problems being based on three objectives:

  • recognise that shapes with the same areas can have different perimeters and vice versa
  • recognise when it is possible to use formulae for area and volume of shapes
  • calculate the area of parallelograms and triangles

Area multi-step word problem: Year 6

  • A square has a side length of 6cm. A triangle has a base of 8cm and a perpendicular height of 7cm. What is the difference in their areas? Answer: 8cm2

As well as being an important life skill, it is important for children to be able to measure accurately with a ruler for some aspects of this mathematical strand. As above, Numicon and multilink are extremely useful resources in supporting children in their calculation of perimeter word problems. 

These problems begin in Year 3 and will be based on one objective: measure the perimeter of simple 2-D shapes. The progression continues into Year 6 with problems being based on one objective: recognise that shapes with the same areas can have different perimeters and vice versa.

Perimeter word problem: Year 6 (crossover with decimals and multiplication)

  • Josh has drawn a square. Each side is 7.5cm. What is the perimeter of the square? Answer: 30cm

In my experience, ratio is most successful when taught with concrete resources such as multilink, Cuisenaire rods or beads. Once children are taught how to represent ratio word problems using equipment (and eventually transferring to a pictorial representation, such as a bar model), the process is a lot easier.

Children won’t encounter ratio word problems until Year 6, where they will be based on three objectives:

  • solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
  • solve problems involving similar shapes where the scale factor is known or can be found
  • solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Ratio word problem: Year 6 (crossover with measurement)

  • A local council has spent the day painting double yellow lines. They use 1 pot of yellow paint for every 100m of road they paint. How many pots of paint will they need to paint a 2km stretch of road? Answer: 20 pots

Children won’t encounter word problems about the order of operations until Year 6, where they will be based on one objective: use knowledge of the order of operations to carry out calculations involving the four operations. The non-statutory guidance in the National Curriculum also recommends that children explore the order of operations using brackets (otherwise known as BODMAS or BIDMAS); for example, 2 + 1 x 3 = 5 and (2 + 1) x 3 = 9.

Bodmas word problem: Year 6

  • Draw a pair of brackets in one of these calculations so that they make two different answers. What are the answers?
  • 50 – 10 × 5 =

Children won’t encounter volume-related word problems until Year 6, where they will be based on two objectives:

  • calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres and cubic metres, and extending to other units

Volume word problem: Year 6

This large cuboid has been made by stacking shipping containers on a boat. Each individual shipping container has a length of 6m, a width of 4m and a height of 3m. What is the volume of the large cuboid? Answer: 864m3

Again algebra word problems only really come up in Year 6; the objectives they will be based on are: 

  • use simple formulae
  • generate and describe linear number sequences
  • express missing number problems algebraically
  • find pairs of numbers that satisfy an equation with 2 unknowns
  • enumerate possibilities of combinations of 2 variables

Algebra word problem: Year 6

This question is from the 2018 KS2 SATs paper. It is worth 2 marks as there are 2 parts to the answer.

Amina is making designs with two different shapes. She gives each shape a value. Calculate the value of each shape.

Answer: 36 (hexagon) and 25. 

For more multi-step and 2-step word problems register for free on the Third Space Learning Maths Hub which includes lots more printable word problems worksheets including as part of the free resources on offer a complete set of place value word problems with answer sheets for Year 3 to Year 6: All Kinds of Word Problems on Number and Place Value

If you have any pupils who are struggling to master word problems they may need a more intensive personalised intervention. Third Space Learning’s tuition follows a rigorous step by step process to teaching problem solving with excellent success – pupils make on average double their expected progress with us.  

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Free Printable Multi-Step Word Problems Worksheets for 4th Grade

Multi-Step Word Problems: Discover an extensive collection of free printable worksheets for Grade 4 Math students, crafted by Quizizz to enhance problem-solving skills and boost mathematical understanding.

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Multi-Step Word Problems worksheets for Grade 4 are an essential tool for teachers to help their students develop strong problem-solving skills in math. These worksheets provide a variety of challenging math word problems that require students to use multiple steps and operations to find the solution. By incorporating these worksheets into their lesson plans, teachers can ensure that their Grade 4 students are exposed to a diverse range of mathematical concepts, such as addition, subtraction, multiplication, and division. Furthermore, these worksheets can be easily adapted to suit individual student needs, allowing teachers to differentiate instruction and cater to various learning styles. With Multi-Step Word Problems worksheets for Grade 4, teachers can effectively engage their students in the exciting world of math and help them build a strong foundation for future success.

Quizizz is an excellent platform for teachers to access a wide variety of educational resources, including Multi-Step Word Problems worksheets for Grade 4. This interactive platform offers a vast collection of math word problems and other engaging activities, allowing teachers to create customized quizzes and assignments for their students. In addition to worksheets, Quizizz also offers features such as real-time feedback, gamification, and progress tracking, making it an ideal tool for enhancing student learning and motivation. By incorporating Quizizz into their teaching strategies, teachers can not only provide their Grade 4 students with valuable practice in solving multi-step word problems but also foster a fun and interactive learning environment that promotes student success in math.

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Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume

We included  HMH Into Math Grade 7 Answer Key PDF   Module 11 Lesson 4 Solve Multi-step Problems with Surface Area and Volume to make students experts in learning maths.

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume

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HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 1

Question 1. The surface area of a cube is 24 square inches. What is its volume? Answer: 64 cubic inches. Explanation: Surface area = 6 x s in 2 24 sq in = 6 x s in 2  s = 24/6 = 4 in Volume = s  in 3 Volume = 4 x 4 x 4 = 64 in 3 The volume is  64 cubic inches.

Question 2. A triangular prism with an equilateral triangle as its base has a volume of 64.98 cubic centimeters, a base area of 10.83 square centimeters, and a triangle edge length of 5 centimeters. What is the surface area of the prism in square centimeters? Answer: 111.66 cm 2 Explanation: V = 64.98 cubic centimeters, B = 10.83 square centimeters, Volume of triangular prism = Bh Substitute known values: 64.98 = (10.83) h Divide both sides by 64.98 : 10.83 = h The height of both prism is 6 cm. S = 2B +Ph S = 2 x 10.83 + 15 x 6 S =  21.66 + 90 S = 111.66 cm 2

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HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 11

B. What is the approximate volume of the prism? Answer: 257.4 in 3 . Explanation: Volume = Bh ≈ 23.4 × 11 = 257.4 in 3 The volume is approximately 257.4 in 3 .

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 12

B. What is the volume of the composite figure? Answer: 27 ft 3 Explanation: the volume of a prism is V = B h V = 15.6 x 3 = 46.8 sq ft the volume of a cube is V = a 3 V = 3 x 3 x 3 = 27 ft 3 the volume of the composite figure = 46.8 + 27 = 73.8 ft 3

Question 5. Social Studies The USDA estimates that 15 million households in the United States were food insecure in 2017. To help people in their community who might be food insecure, a school has a fundraiser to fill a truck with canned goods for the local food bank. If the cube-shaped boxes used to store the canned goods have a surface area of 24 square feet and the truck will hold 128 boxes, what is the maximum volume of canned goods the students can transport? A. What is the edge length of 1 box? Answer: 2 ft Explanation: Surface area of 24 square feet and the truck A = 6a 2 24 = 6 a 2 Dividing by 6 on both sides 4 = a 2 a = 2 ft B. What is the volume of canned goods that the truck can carry? Answer: 1024 ft 3 Explanation: V = a 3 volume of one box V = 2x 2 x 2 = 8 ft 3 total volume for 128 box V = 128 x 8 = 1024 ft 3

Question 6. A cube has volume 216 cubic inches. Find the surface area of the cube. Answer: 216 sq Explanation: V = a 3 216 = a 3 a = 6 cu in A = 6a 2 A = 6 (6×6) = 216 in 2 216 sq in the surface area of the cube

Question 7. A triangular prism has a triangular base with an area of 6 square centimeters and a perimeter of 12 centimeters. The volume of the triangular prism is 18 cubic centimeters. What is the surface area of the prism? Answer: 48 cu cm Explanation: B = 6 sq cm V = Bh h = V/B =18/6 = 3cm P = 12 cm V = 18 cu cm SA = 2B + Ph SA = 2×6  + 12 x 3 SA = 12 + 36 SA = 48 cu cm

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 13

B. Use Structure What is the total volume of all the ice in the tray? Answer: 15 cu in Explanation: V = 1 cu in 15 cubes V = 15 cu in

Question 9. Attend to Precision Maribelle decorates molds for making candles. The molds have the shape of open-topped regular pentagonal prisms. Each mold holds an approximate volume of 275 cubic centimeters of wax. The area of the base of a mold is approximately 27.5 square centimeters and the edge length of the base is 4 centimeters. What is the approximate surface area of a mold (not including a top)? V = 275 cu cm B = 27.5 sq cm l = 4 cm P = 4 x 5 = 20 cm A. What is the approximate height of a mold? Answer: 10 cm Explanation: V = Bh h = V/B h = 275/27.5 h = 10 cm

B. How should the formula for surface area be changed for this situation? Answer: 255 cu cm Explanation: SA = 2B + Ph SA = 2 x 27.5 + 20 x 10 SA = 55 + 200 SA = 255 cu cm

C. What is the approximate surface area of a mold? Answer: 255 cu cm Explanation: SA = 2B + Ph SA = 2 x 27.5 + 20 x 10 SA = 55 + 200 SA = 255 cu cm

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 14

Question 11. Reason A rectangular prism has a 10-inch by 2-inch base and a surface area of 424 square inches. What is the volume of a column of 8 rectangular prisms with these dimensions, stacked base-to-base? Answer: l = 10 in w = 2 in A = 20in SA = 424 sq in SA = V = ?

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 15

B. What formula will find the space inside the tent? What is the space inside the tent? Answer: 109.89 cu ft Explanation: V = B h V = 15.6 x 7.04 V = 109.89 cu ft

Question 13. Use Structure Kristoff has a wooden cube with a volume of 1,000 cubic inches. He is going to make paper signs for each face of the cube for advertising. A. What is the edge length of the wooden block? Answer: 10 inches Explanation: V = 1000 cu in V = a x a x a V = 10 x 10 x 10 a = 10 in

B. What amount of paper will he need for the signs? Answer: 600 sq in Explanation: SA = 6 x a x a SA = 6 x 10 x 10 SA = 600 sq in Question 14. Use Structure A company stores supplies in cube-shaped boxes in a warehouse. They are stored on pallets that hold 4 boxes wide, deep, and high. The total volume of boxes is 512 cubic feet. Find the surface area of 1 box. A. What is the volume of one cube? What is its edge length? Answer: Edge length 2 feet; volume is 6 cubic feet Explanation: V= length x width x height 512 =length x width x height = 8 x 8 x 8 4 box = 8 ft length 1 box = 2 ft length and width surface area of 1 box is SA = 6 x length x width SA = 6 x 2 x 2 SA = 24 sq ft

B. What is the surface area of one box? Answer: 24 sq ft Explanation: 1 box = 2 ft length and width surface area of 1 box is SA = 6 x length x width SA = 6 x 2 x 2 SA = 24 sq ft

Question 15. A trapezoidal prism has a volume of 585 cubic centimeters. The area of the base is 39 square centimeters. If the base has sides measuring 4, 6.5, 6.5, and 9 centimeters, what is the surface area of the prism? Answer: 468 sq cm Explanation: V = 585 cubic centimeters. B = 39 square centimeters. P = 4 + 6.5 + 6.5 + 9 = 26 cm V = Bh 585 = 39 h h = 585 / 39 = 15 cm SA =2B + Pl SA = 2 x 39 + 26 x 15 SA = 78 + 390 = 468 sq cm

Lesson 11.4 More Practice/Homework

Question 1. Use Structure Holly is using wood to build the base and sides of a regular hexagonal prism-shaped herb garden with a volume of 4.3875 cubic feet. The area of the base is 5.85 square feet, and the side length of the hexagon is 1\(\frac{1}{4}\) feet long. Find the amount of wood Holly will need to complete the project. V = 4.3875 sq ft area of the base is 5.85 square feet B = 5.85 square feet length L = 1\(\frac{1}{4}\) feet = 1.25 ft P= 6 x 1\(\frac{1}{4}\) = 6 x \(\frac{5}{4}\) = 7.5 feet

A. What is the height of the herb garden? Answer: 0.75 ft Explanation: V = Bh h = 4.3875  / 5.85 h =  0.75 ft

B. What amount of wood, in square feet, does Holly need? Answer: 18.75 sq ft Explanation: SA = 2B +Ph SA = 2 x 4.3875 + 7.5 x 1.25 SA = 8.775 + 9..375 SA = 18.75 sq ft

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 16

A. What is the edge length of one box? Answer: 360/45 = 8

B. What is the surface area of one layer of boxes on the floor of the truck bed? Answer:

C. How many boxes make up this one layer? Answer:

Question 3. A regular hexagonal prism has a surface area of 1,714.56 square centimeters. If the area of the base is 665.28 square centimeters and the side length is 16 centimeters, what is the volume of the prism? Answer:

Question 4. A cube has a surface area of 96 square inches. If 16 cubes are combined to make a rectangular prism, what is the volume of the rectangular prism? Answer: Given, A cube has a surface area of 96 square inches. Surface Area = 6a² 6a² = 96 a² = 96/6 a = 4 in Volume of a cube = a³ V = 4³ V = 64 cu. in Volume of a prism = 64 × 16 V = 1024 cu. in

HMH Into Math Grade 7 Module 11 Lesson 4 Answer Key Solve Multi-step Problems with Surface Area and Volume 17

Question 6. A cube has a surface area of 1,176 square inches. What is the volume of the cube? (A) 14 in 3 (B) 196 in 3 (C) 1,728 in 3 (D) 2,744 in 3 Answer: Option(D) Explanation: SA = 6 a 2 1176/6 = a 2 196 =  a 2 a = 14 V = a x a x a = 14 x 14 x  14 v = 196 x 14 =  2744 in 3

Question 7. Ina makes cakes in a pan shaped like a rectangular prism. The base of the pan is an 8-inch by 12-inch rectangle, and the volume of the pan is 288 cubic inches. Find the surface area of a cheesecake baked in this pan. Answer: Given, Ina makes cakes in a pan shaped like a rectangular prism. The base of the pan is an 8-inch by 12-inch rectangle, and The volume of the pan is 288 cubic inches. 12 × 8 × h = 288 cu. in 96 × h = 288 h = 288/96 h = 3 Surface area = LW + LH + WH SA = 96 × 2 + 12 × 6 + 8 × 8 SA = 192 + 72 + 64 SA = 328 sq. in

Question 8. Suppose you are given the base area and surface area of a triangular prism and the side lengths of the triangular base. Select all the steps needed to find the volume of the prism. (A) Find the height of the prism using the surface area formula. (B) Find the height of the prism using the volume formula. (C) Find the height of the triangle. (D) Use the area of the base and the height to find the volume. (E) Use the height of the base and the height of the prism to find the volume. Answer: Step 1: Find the height of the prism using the surface area formula. (perimeter of the base × length of prism) + (2 ×  base area) Step 2: Use the height and area base to find the volume V = Area base × height Option A and D are the correct answers.

Spiral Review

Question 9. How many triangles can be drawn with side lengths 8 feet, 10 feet, and 21 feet? Answer: No, because the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. 8 + 10 = 18 18 < 21 So, it is not possible to draw triangles with side lengths of 8 feet, 10 feet, and 21 feet.

Question 10. Jared works as a landscaper. He installs a sprinkler that sprays water in a circle with an 8-foot radius. What is the approximate area covered by the sprinkler? Use 3.14 for π. Answer: Given, Jared works as a landscaper. He installs a sprinkler that sprays water in a circle with an 8-foot radius. Area of circle = πr² A = 3.14 × 8 × 8 A = 3.14 × 64 A = 200.96 sq. ft Thus the area covered by the sprinkler is 200.96 ft²

Question 11. A bike wheel has a 16-inch diameter. Approximately how far will the wheel travel in three rotations? Use 3.14 for π. Answer: Given, A bike wheel has a 16-inch diameter. 3 rotations = 3 × 16 × π 3 × 16 × 3.14 = 150.72 ≈ 151 inches

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Texas Go Math Grade 1 Lesson 8.4 Answer Key Solve Multi-Step Word Problems

Refer to our  Texas Go Math Grade 1 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 1 Lesson 8.4 Answer Key Solve Multi-Step Word Problems.

Essential Question How can you solve multi-step word problems? Explanation: First find the value which is used to find the question.

Texas Go Math Grade 1 Lesson 8.4 Answer Key 1

Math Talk Mathematical Processes Explain the strategy you used to solve the multi-step problem. Is there another way to solve the problem?

For The Teacher

  • Read the following problem. There are 11 crayons in the box. Pete takes 5 crayons. Jem takes 3 crayons. How many crayons are in the box? Explanation: first we have to add then to subtract 5 + 3 = 8 11 – 8 = 3 3 Crayons are in the box.

Model and Draw

Texas Go Math Grade 1 Lesson 8.4 Answer Key 2

Share and Show Math Board

Texas Go Math Grade 1 Lesson 8.4 Answer Key 3

Problem Solving

Texas Go Math Grade 1 Lesson 8.4 Answer Key 5

Daily Assessment Task

Choose the correct answer.

Texas Go Math Grade 1 Lesson 8.4 Answer Key 8

Question 8. Texas Test Prep Kendra has 4 brown rocks and 10 gray rocks. She gives 4 rocks to Amy. How many rocks does Kendra have? (A) 14 (B) 7 (C) 10 Answer: C Explanation: Kendra has 4 brown rocks and 10 gray rocks 4+10=14 she gave 4 rocks to Amy 10-4=10

Take Home Activity

  • Have your child explain how he or she solved the multi-step problem on this page.

Texas Go Math Grade 1 Lesson 8.4 Homework and Practice Answer Key

Texas Go Math Grade 1 Lesson 8.4 Answer Key 11

Texas Test Pre

Question 3. Multi-Step Peter caught 4- fish. Edie caught 7 fish. Edie put 4- fish back in the pond. How many fish do they have now? (A) 7 (B) 11 (C) 4 Answer: A Explanation: peter caught 4 fish and caught 7 fish , Edie put 4 fish back in the bond 7-4=3 so now Edie has 3 fish and peter has 4 fish 3+4=7

Question 4. Multi-Step Mike sees 12 frogs in a pond. 3 frogs are green. The rest are brown. 3 brown frogs hop away. How many brown frogs do they see in the pond now? (A) 9 (B) 12 (C) 6 Answer: C Explanation: mike sees 12 sees frogs in a pond , 3 frogs are green 12-3=9 9 frogs are brown,3 brown frogs hop away 9-3=6

Question 5. Multi-Step Derek has 11 stickers. 6 stickers are car stickers. The rest are animal stickers. Derek buys 3 more animal stickers. How many animal stickers does Derek have now? (A) 9 (B) 8 (C) 11 Answer: B Explanation: Derek has 11 stickers,6 stickers are car stickers 11-6=5 5 are animal stickers, He adds 3 more animal stickers 5+3=3

Question 6. Multi-Step Laura has 8 red pencils and 6 green pencils. She gives 7 pencils to Dwayne. How many pencils does Laura have now? Write the number sentences. Explain the strategy you used to solve the problem. Answer: Seven Pencils Explanation: Laura has 8 red pencils and 6 green pencils eight red pencils + six green pencils = fourteen Pencils She gives 7 pencils to Dwayne fourteen pencils – seven pencils=Seven pencils

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  23. Texas Go Math Grade 1 Lesson 8.4 Answer Key Solve Multi-Step Word Problems

    Explanation: first we have to add then to subtract 5 + 3 = 8 11 - 8 = 3 3 Crayons are in the box. Model and Draw Eva has 5 red beads and 9 blue beads. She gives 5 blue beads to Lian. How many beads does Eva have? Solve a step. Solve a step.