Word Problems
Word problems are where arithmetic meets comprehension, and that is precisely the difficulty: the maths may be easy, but choosing the right operation is not. Children are taught clue words, addition signals like total, altogether, in all, more than, combined, and subtraction signals like left, difference, fewer than, how many more. These help, but NCF 2005 warns that clue words are a guide, not a rule, because context can flip them (more than can mean either add or compare). Underneath the words sit problem structures worth knowing as a teacher: addition splits into part-part-whole (combining two amounts) and additive comparison (one amount is some more than another); subtraction splits into take away, comparison (the gap between two amounts), and missing addend. Bar models, the Singapore approach, are a powerful way to make these structures visible. The harder species is the multi-step problem, which needs two operations in sequence. A fruit seller starts with 120 apples, sells 45 then 38: first add what was sold, 45 + 38 = 83, then subtract from the stock, 120 - 83 = 37. The teaching point is to plan the steps before computing and to check the answer against the story, does 37 apples left make sense.
✅ Solved examples
✏️ Practice — try these, take hints as needed
📝 Topic test — 8 questions
Auto-graded with full solutions; saved to your dashboard. Use the calculator and formula sheet (top-right) any time.
Key Concepts — Quick Reference
Carrying and borrowing (regrouping)
| Carry-over (addition) | Column sum 10 or more: write the ones digit, carry the ten to the next column. |
|---|---|
| Borrowing (subtraction) | Top digit smaller: take 1 from the left column (=10 here), reduce that column by 1. |
| Borrowing across a 0 | No tens to borrow? Take from hundreds first: 4 hundreds, 0 tens becomes 3 hundreds, 10 tens. |
| Check by inverse | Difference + Subtrahend = Minuend, and Sum - one addend = the other addend. |
Estimation and the number line
| Round to nearest 10 | Ones digit 5 or more rounds up, 4 or less stays; ones becomes 0. |
|---|---|
| Round to nearest 100 | Tens digit 50 or more rounds up, 49 or less stays; tens and ones become 0. |
| Front-end estimation | Use leading digits only: 432 + 289 is about 400 + 200 = 600. |
| Number-line jumps | Add by jumping right, subtract by jumping left; bridge through the nearest ten. |