Daily Math — 2026-06-23

[Easy] Counting Hockey Sticks

• EN: There are 7 hockey sticks in a bag and 5 more on the floor. How many hockey sticks are there in all?
• FR: Il y a 7 bâtons de hockey dans un sac et 5 autres sur le plancher. Combien y a-t-il de bâtons de hockey en tout?
• Choices: A) 10 B) 12 C) 11 D) 13
• Hint: To add two numbers, count on from the bigger number. For example, 6 + 3 means start at 6 and count up 3 more: 7, 8, 9. So 6 + 3 = 9. Now try the same idea with your numbers!
• Steps:
  • Step 1: Let's try a similar problem: 8 + 4. Start at 8 and count up 4: 9, 10, 11, 12. So 8 + 4 = 12.
  • Step 2: Counting on from the bigger number helps you add quickly. Use the same method with 7 + 5!
• Answer: 12

[Easy] Maple Leaf Counting

• EN: Mia found 9 maple leaves in the park and gave 3 to her friend. How many leaves does Mia have left?
• FR: Mia a trouvé 9 feuilles d'érable dans le parc et en a donné 3 à son amie. Combien de feuilles Mia a-t-il restantes?
• Choices: A) 7 B) 5 C) 6 D) 4
• Hint: To subtract, count backwards from the bigger number. For example, 8 − 2 means start at 8 and count back 2: 7, 6. So 8 − 2 = 6. Try counting back with your numbers!
• Steps:
  • Step 1: Try 10 − 3. Start at 10 and count back 3: 9, 8, 7. So 10 − 3 = 7.
  • Step 2: Counting back is just like taking steps backwards on a number line. Use this idea for 9 − 3!
• Answer: 6

[Easy] Skip Counting by 2s

• EN: Emma skips by 2s starting at 2. What is the 5th number she says?
• FR: Emma compte par bonds de 2 en commençant à 2. Quel est le 5e nombre qu'elle dit?
• Choices: A) 8 B) 12 C) 10 D) 6
• Hint: Skip counting by 2s means adding 2 each time. For example, starting at 4: 4, 6, 8, 10, 12. The 3rd number is 8. Try the same pattern starting at 2!
• Steps:
  • Step 1: Let's skip count by 2s starting at 6: 6, 8, 10, 12, 14. The 4th number is 12.
  • Step 2: Each step adds 2. List your numbers one at a time and count which one is 5th.
• Answer: 10

[Easy] Penny Count

• EN: Liam has 4 pennies. How many cents does he have?
• FR: Liam a 4 sous. Combien de cents a-t-il?
• Choices: A) 2 B) 5 C) 3 D) 4
• Hint: Each penny is worth 1 cent. For example, 6 pennies = 6 cents because you count each penny as 1. Now think about how many cents 4 pennies are worth!
• Steps:
  • Step 1: If you have 7 pennies: 1, 2, 3, 4, 5, 6, 7 — that's 7 cents total.
  • Step 2: One penny = one cent, so just count the pennies to find the total cents.
• Answer: 4

[Medium] Snowflake Subtraction

• EN: There were 15 snowflakes drawn on the board. The teacher erased 8 of them. How many are left?
• FR: Il y avait 15 flocons de neige dessinés au tableau. La professeure en a effacé 8. Combien en reste-t-il?
• Choices: A) 6 B) 8 C) 7 D) 9
• Hint: Use the "think addition" strategy. For example, 14 − 6 = ? Ask: 6 + ? = 14. Count up from 6: 7, 8, 9, 10, 11, 12, 13, 14 — that's 8 steps. So 14 − 6 = 8!
• Steps:
  • Step 1: Try 13 − 5. Ask: 5 + ? = 13. Count up from 5: 6, 7, 8, 9, 10, 11, 12, 13 — 8 steps. So 13 − 5 = 8.
  • Step 2: Counting up from the smaller number to the bigger one tells you the difference. Use this for 15 − 8!
• Answer: 7

[Medium] Loonie Collection

• EN: Ben has 10 loonies. He spends 4 of them at the store. How many loonies does he have now?
• FR: Ben a 10 huards. Il en dépense 4 au magasin. Combien de huards lui reste-t-il?
• Choices: A) 14 B) 5 C) 7 D) 6
• Hint: Subtracting from 10 is easy! For example, 10 − 3 = 7. Just think: what number adds to 3 to make 10? That number is 7. Use the same idea!
• Steps:
  • Step 1: 10 − 6 = ? What adds to 6 to make 10? 6 + 4 = 10, so 10 − 6 = 4.
  • Step 2: Knowing your "partners to 10" makes subtraction fast. Find the partner for 4 in your problem!
• Answer: 6

[Medium] Tim Hortons Timbits

• EN: A box had 18 Timbits. After snack time, only 9 were left. How many Timbits were eaten?
• FR: Une boîte avait 18 Timbits. Après la collation, il n'en restait que 9. Combien de Timbits ont été mangés?
• Choices: A) 8 B) 10 C) 9 D) 7
• Hint: Use a related addition fact. For example, 16 − 8 = ? Because 8 + 8 = 16, we know 16 − 8 = 8. Look for a doubles fact in your problem!
• Steps:
  • Step 1: Try 14 − 7. Since 7 + 7 = 14, we know 14 − 7 = 7.
  • Step 2: When both numbers are related like doubles, spot the pattern. Does 9 + 9 = 18? Then 18 − 9 = 9!
• Answer: 9

[Medium] Camping Stars

• EN: During a camping trip, Omar counted 12 stars. Then he counted 6 more. How many stars did he count in all?
• FR: Lors d'une sortie de camping, Omar a compté 12 étoiles. Ensuite, il en a compté 6 de plus. Combien d'étoiles a-t-il comptées en tout?
• Choices: A) 16 B) 20 C) 17 D) 18
• Hint: To add a single-digit number to a teen number, count on from the teen. For example, 11 + 5: start at 11 and count up 5 more: 12, 13, 14, 15, 16. So 11 + 5 = 16!
• Steps:
  • Step 1: Try 14 + 4. Start at 14 and count up 4: 15, 16, 17, 18. So 14 + 4 = 18.
  • Step 2: Always start from the bigger number and count up by the smaller one. Use this for 12 + 6!
• Answer: 18

[Hard] Comparing Mittens

• EN: There are 20 students in a class. 8 students brought mittens. How many students did NOT bring mittens?
• FR: Il y a 20 élèves dans une classe. 8 élèves ont apporté des mitaines. Combien d'élèves n'ont PAS apporté de mitaines?
• Choices: A) 11 B) 13 C) 10 D) 12
• Hint: To subtract from 20, break it into two steps. For example, 20 − 7: first 20 − 10 = 10, then 10 + 3 = 13 (since 10 − 7 = 3). So 20 − 7 = 13. Try the same strategy!
• Steps:
  • Step 1: Try 20 − 6. First: 20 − 10 = 10. Then: 10 − 6 + 10 = 14. Or just count back 6 from 20: 19, 18, 17, 16, 15, 14. So 20 − 6 = 14.
  • Step 2: Counting back from 20 works well. Count back 8 steps from 20 for your problem!
• Answer: 12

[Hard] Skip Count Nickels

• EN: Sophie has 4 nickels. Skip count by 5s to find how many cents she has in all.
• FR: Sophie a 4 pièces de 5 cents. Compte par bonds de 5 pour trouver combien de cents elle a en tout.
• Choices: A) 15 B) 25 C) 10 D) 20
• Hint: Each nickel is worth 5 cents. Skip counting by 5s: 5, 10, 15, 20, 25 … For example, 3 nickels = 5, 10, 15 = 15 cents. Count 4 steps of 5!
• Steps:
  • Step 1: For 6 nickels: 5, 10, 15, 20, 25, 30 — so 6 nickels = 30 cents.
  • Step 2: Each nickel adds 5. Skip count by 5s exactly 4 times starting from 0 to solve your problem!
• Answer: 20

[Easy] Apple Addition

• EN: The school store had 34 apples in the morning and got 25 more at lunch. How many apples are there now?
• FR: La boutique de l'école avait 34 pommes le matin et en a reçu 25 de plus à l'heure du dîner. Combien y a-t-il de pommes maintenant?
• Choices: A) 57 B) 61 C) 59 D) 55
• Hint: To add two-digit numbers, add the ones first, then the tens. For example, 23 + 14: ones = 3 + 4 = 7, tens = 2 + 1 = 3, answer = 37. Use the same steps!
• Steps:
  • Step 1: Try 41 + 26. Ones: 1 + 6 = 7. Tens: 4 + 2 = 6. Answer: 67.
  • Step 2: Always start with the ones column, then the tens. Apply this to 34 + 25!
• Answer: 59

[Easy] Telling Time — Hockey Game

• EN: The hockey game starts at 3 o'clock. The clock shows it is now 2 o'clock. How many hours until the game starts?
• FR: Le match de hockey commence à 3 heures. L'horloge indique qu'il est maintenant 2 heures. Dans combien d'heures le match commence-t-il?
• Choices: A) 3 B) 2 C) 1 D) 4
• Hint: To find how much time has passed, count up from the start time to the end time. For example, from 5 o'clock to 7 o'clock is 2 hours. Count up from 2 to 3!
• Steps:
  • Step 1: From 4 o'clock to 6 o'clock: count 4 → 5 → 6, that's 2 hours.
  • Step 2: Count forward on a clock from the earlier time to the later time. Count from 2 to 3 — how many hours is that?
• Answer: 1

[Easy] Measuring a Scarf

• EN: Grandma's scarf is 80 cm long. The table is 1 m long. Which is longer?
• FR: L'écharpe de grand-maman mesure 80 cm de long. La table mesure 1 m de long. Lequel est le plus long?
• Choices: A) 80 B) 100 C) 50 D) 90
• Hint: Remember that 1 metre = 100 cm. To compare, convert to the same unit. For example, is 70 cm more or less than 1 m? 1 m = 100 cm, and 70 < 100, so 1 m is longer. Try the same comparison!
• Steps:
  • Step 1: Is 90 cm longer than 1 m? 1 m = 100 cm. 90 < 100, so 1 m is longer.
  • Step 2: Convert 1 m to centimetres (= 100 cm) and compare with 80 cm. The longer one has a bigger number of cm.
• Answer: 100

[Easy] Coin Count

• EN: Jake has 3 dimes and 2 nickels. How many cents does he have in all?
• FR: Jake a 3 pièces de 10 cents et 2 pièces de 5 cents. Combien de cents a-t-il en tout?
• Choices: A) 35 B) 45 C) 40 D) 30
• Hint: A dime = 10¢ and a nickel = 5¢. Multiply or skip count each coin type, then add. For example, 2 dimes + 3 nickels = 20 + 15 = 35¢. Try the same method!
• Steps:
  • Step 1: 4 dimes + 1 nickel = 40¢ + 5¢ = 45¢.
  • Step 2: Count dimes by 10s, nickels by 5s, then add both totals together. Use this for 3 dimes + 2 nickels!
• Answer: 40

[Medium] Snowfall Subtraction

• EN: Winnipeg got 72 cm of snow last winter. This winter it got 48 cm. How much more snow fell last winter?
• FR: Winnipeg a reçu 72 cm de neige l'hiver dernier. Cet hiver, il en a reçu 48 cm. Combien de neige de plus est tombée l'hiver dernier?
• Choices: A) 26 B) 22 C) 28 D) 24
• Hint: To subtract two-digit numbers, subtract the ones first (borrowing if needed), then subtract the tens. For example, 65 − 39: ones 5 − 9, borrow → 15 − 9 = 6; tens 5 − 3 = 2. Answer: 26. Try the same steps!
• Steps:
  • Step 1: Try 83 − 57. Ones: 3 − 7, borrow → 13 − 7 = 6. Tens: 7 − 5 = 2. Answer: 26.
  • Step 2: When the top digit in ones is smaller, borrow 1 ten from the tens column. Apply this to 72 − 48!
• Answer: 24

[Medium] Pattern at the Craft Table

• EN: The pattern on a bracelet goes: red, blue, blue, red, blue, blue. What colour is the 9th bead?
• FR: Le motif d'un bracelet est : rouge, bleu, bleu, rouge, bleu, bleu. De quelle couleur est la 9e perle?
• Choices: A) red B) green C) yellow D) blue
• Hint: Find the repeating unit first. For example, in the pattern circle, square, circle, square — the unit is 2. The 6th shape: 6 ÷ 2 = 3 with remainder 0, so it's the 2nd shape in the unit = square. Find your unit length and divide!
• Steps:
  • Step 1: Pattern: A, B, C, A, B, C — unit length = 3. What is the 8th item? 8 ÷ 3 = 2 remainder 2. The 2nd item in the unit is B.
  • Step 2: Divide the position number by the unit length. The remainder tells you which position in the pattern. If remainder = 0, it's the last item. Try this for position 9 with unit length 3!
• Answer: red

[Medium] Half-Hour Time

• EN: School starts at 8:30. Recess is 1 hour later. What time is recess?
• FR: L'école commence à 8 h 30. La récréation est 1 heure plus tard. À quelle heure est la récréation?
• Choices: A) 10:30 B) 8:00 C) 9:00 D) 9:30
• Hint: Adding 1 hour to a time means the hour number goes up by 1, but the minutes stay the same. For example, 6:30 + 1 hour = 7:30. Use the same idea!
• Steps:
  • Step 1: 3:30 + 1 hour = 4:30. The :30 stays the same and the hour increases by 1.
  • Step 2: Add 1 to the hour in 8:30 and keep the :30. What do you get?
• Answer: 9.30

[Medium] Measuring Pencils

• EN: A pencil is 17 cm long. A crayon is 9 cm long. How much longer is the pencil?
• FR: Un crayon est long de 17 cm. Un crayon de couleur est long de 9 cm. De combien le crayon est-il plus long?
• Choices: A) 6 B) 9 C) 7 D) 8
• Hint: To find "how much longer," subtract the shorter length from the longer one. For example, 15 cm − 8 cm = 7 cm. Count up from 8 to 15: that's 7 steps. Try this for your problem!
• Steps:
  • Step 1: 16 cm − 7 cm: count up from 7 to 16: 8, 9, 10, 11, 12, 13, 14, 15, 16 — that's 9 steps. So 16 − 7 = 9.
  • Step 2: Count up from the smaller number to the bigger one. The number of steps is your answer. Count from 9 to 17!
• Answer: 8

[Hard] Coin Combinations

• EN: Ava has 3 quarters and 2 dimes. Does she have enough to buy a sticker for 95¢?
• FR: Ava a 3 pièces de 25 cents et 2 pièces de 10 cents. A-t-elle assez d'argent pour acheter un autocollant à 95¢?
• Choices: A) 75 B) 85 C: 90 D) 95
• Hint: A quarter = 25¢, a dime = 10¢. Skip count quarters: 25, 50, 75. Then add dimes: 75 + 10 + 10. For example, 2 quarters + 3 dimes = 50 + 30 = 80¢. Try counting up your coins!
• Steps:
  • Step 1: 4 quarters + 1 dime = 100¢ + 10¢ = 110¢.
  • Step 2: Count 3 quarters: 25, 50, 75. Then add 2 dimes: 75 + 10 = 85, 85 + 10 = 95. Compare to 95¢!
• Answer: 95

[Hard] Adding Across 100

• EN: The school collected 63 cans on Monday and 48 cans on Tuesday for a food drive. How many cans in total?
• FR: L'école a collecté 63 boîtes de conserve lundi et 48 le mardi pour une collecte de nourriture. Combien de boîtes au total?
• Choices: A) 109 B) 113 C) 111 D) 101
• Hint: When adding causes the ones to go above 9, carry 1 ten to the tens column. For example, 57 + 46: ones 7 + 6 = 13, write 3 carry 1; tens 5 + 4 + 1 = 10. Answer: 103. Try the same steps!
• Steps:
  • Step 1: 75 + 38: ones 5 + 8 = 13, write 3 carry 1; tens 7 + 3 + 1 = 11. Answer: 113.
  • Step 2: Always add the ones first and carry if the total is 10 or more. Apply this to 63 + 48!
• Answer: 111

[Easy] Multiplication — Maple Syrup Bottles

• EN: A farmer packs maple syrup into boxes of 5 bottles each. He has 4 boxes. How many bottles are there in all?
• FR: Un fermier emballe du sirop d'érable dans des boîtes de 5 bouteilles. Il a 4 boîtes. Combien y a-t-il de bouteilles en tout?
• Choices: A) 9 B) 25 C) 15 D) 20
• Hint: Multiplication means equal groups. For example, 3 boxes of 4 bottles = 4 + 4 + 4 = 12, or 3 × 4 = 12. Think of your boxes as groups!
• Steps:
  • Step 1: 3 groups of 5: 5 + 5 + 5 = 15. So 3 × 5 = 15.
  • Step 2: Use the 5 times table or add 5 repeatedly. How much is 4 × 5?
• Answer: 20

[Easy] Fraction of a Pizza

• EN: A pizza is cut into 4 equal slices. Sam eats 1 slice. What fraction of the pizza did Sam eat?
• FR: Une pizza est coupée en 4 tranches égales. Sam mange 1 tranche. Quelle fraction de la pizza Sam a-t-il mangée?
• Choices: A) 1 B) 2 C) 3 D) 4
• Hint: A fraction shows part of a whole. If something is cut into equal pieces, the bottom number (denominator) is the total pieces, and the top number (numerator) is how many you take. For example, 1 out of 3 pieces = 1/3. The denominator here is 4 — what is the numerator?
• Steps:
  • Step 1: A pie is cut into 6 equal slices. You eat 1. That is 1/6. The bottom number is 6 (total slices), and the top is 1 (slices eaten).
  • Step 2: For your problem, the total slices = 4 and slices eaten = 1. Write the numerator only (1) as your answer!
• Answer: 1

[Easy] Skip Count by 10s

• EN: The hockey team scored 10 points in each of 3 games. How many total points?
• FR: L'équipe de hockey a marqué 10 points dans chacun des 3 matchs. Combien de points au total?
• Choices: A) 13 B) 40 C) 30 D) 20
• Hint: Skip counting by 10s is the same as the 10 times table. For example, 4 groups of 10 = 10, 20, 30, 40. Count 3 steps of 10!
• Steps:
  • Step 1: 5 × 10: skip count 10, 20, 30, 40, 50. So 5 × 10 = 50.
  • Step 2: Skip count by 10 exactly 3 times: 10, 20, 30. What is the last number?
• Answer: 30

[Easy] Perimeter of a Desk

• EN: A rectangular desk is 3 m long and 2 m wide. What is the perimeter of the desk?
• FR: Un bureau rectangulaire a 3 m de long et 2 m de large. Quel est le périmètre du bureau?
• Choices: A) 6 B) 8 C) 10 D) 12
• Hint: Perimeter = add all four sides. For a rectangle, two sides have one length and two sides have another. For example, 4 m × 1 m: perimeter = 4 + 4 + 1 + 1 = 10 m. Add all four sides of your desk!
• Steps:
  • Step 1: A rectangle 5 m by 2 m: perimeter = 5 + 5 + 2 + 2 = 14 m.
  • Step 2: A rectangle has 2 long sides and 2 short sides. Add 3 + 3 + 2 + 2 for your problem!
• Answer: 10

[Medium] Division — Sharing Timbits

• EN: There are 24 Timbits shared equally among 4 students. How many does each student get?
• FR: Il y a 24 Timbits partagés équitablement entre 4 élèves. Combien chaque élève en reçoit-il?
• Choices: A) 5 B) 8 C) 6 D) 7
• Hint: Division is splitting into equal groups. For example, 15 ÷ 3 = ? Think: 3 × ? = 15. Since 3 × 5 = 15, the answer is 5. Use the multiplication table to help you divide!
• Steps:
  • Step 1: 20 ÷ 4 = ? Think: 4 × ? = 20. Since 4 × 5 = 20, the answer is 5.
  • Step 2: Ask yourself: 4 × ? = 24. Use your 4 times table to find the missing number!
• Answer: 6

[Medium] Reading a Bar Graph

• EN: A bar graph shows students' favourite sports. Hockey has 8 votes, soccer has 5 votes, and swimming has 3 votes. How many more votes does hockey have than swimming?
• FR: Un graphique à barres montre les sports préférés des élèves. Hockey a 8 votes, soccer a 5 et natation en a 3. Combien de votes de plus le hockey a-t-il que la natation?
• Choices: A) 3 B) 6 C) 4 D) 5
• Hint: "How many more" means subtraction. Find the difference between two bars. For example, if one bar shows 9 and another shows 4, the difference is 9 − 4 = 5. Subtract the smaller from the larger!
• Steps:
  • Step 1: Bar A = 10, Bar B = 6. How many more does A have? 10 − 6 = 4.
  • Step 2: Subtract swimming's votes from hockey's votes: 8 − 3 = ?
• Answer: 5

[Medium] Multiplication — Camping Tents

• EN: Each campsite has 3 tents and there are 7 campsites. How many tents are there in all?
• FR: Chaque emplacement de camping a 3 tentes et il y a 7 emplacements. Combien y a-t-il de tentes en tout?
• Choices: A) 10 B) 24 C) 21 D) 18
• Hint: Use the 3 times table. For example, 3 × 6 = 18 because 3 + 3 + 3 + 3 + 3 + 3 = 18. Count up your groups of 3!
• Steps:
  • Step 1: 3 × 8 = 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24. Or: 3 × 8 = 24 (memorize the 3s table).
  • Step 2: Use the 3 times table: 3 × 7 = ? Add 3 seven times or recall the fact!
• Answer: 21

[Medium] Fraction Comparison

• EN: Which is greater: 1/2 of a loaf of bread, or 1/4 of the same loaf?
• FR: Lequel est plus grand : 1/2 d'un pain ou 1/4 du même pain?
• Choices: A) 1 B) 4 C) 3 D) 2
• Hint: When two fractions have the same numerator (1), the one with the smaller denominator is larger. For example, 1/3 > 1/5 because thirds are bigger pieces than fifths. Compare your denominators!
• Steps:
  • Step 1: Compare 1/2 and 1/6. Cutting something into 2 pieces makes bigger pieces than cutting into 6. So 1/2 > 1/6.
  • Step 2: 1/2 means 1 of 2 equal pieces; 1/4 means 1 of 4 equal pieces. Fewer pieces = bigger pieces. Which denominator is smaller? That fraction is larger. Write the denominator of the larger fraction as your answer!
• Answer: 2

[Hard] Multi-Step Multiplication

• EN: A class buys 4 packs of markers with 5 markers each, and then uses 6 markers for an art project. How many markers are left?
• FR: Une classe achète 4 paquets de marqueurs avec 5 marqueurs chacun, puis en utilise 6 pour un projet d'art. Combien de marqueurs restent-il?
• Choices: A) 16 B) 12 C) 14 D) 18
• Hint: First find the total, then subtract. For example, 3 packs of 4 = 12 markers total. If 5 are used: 12 − 5 = 7 left. Do the multiplication first, then subtract!
• Steps:
  • Step 1: 5 packs of 3 = 15 markers. Then 15 − 4 used = 11 left.
  • Step 2: Step 1: 4 × 5 = 20 total markers. Step 2: 20 − 6 = ? markers left!
• Answer: 14

[Hard] Perimeter Problem

• EN: A square playground has a perimeter of 28 m. What is the length of one side?
• FR: Une cour de récréation carrée a un périmètre de 28 m. Quelle est la longueur d'un côté?
• Choices: A) 5 B) 8 C) 6 D) 7
• Hint: A square has 4 equal sides. Perimeter = 4 × side length. To find the side length, divide the perimeter by 4. For example, perimeter = 20 m → side = 20 ÷ 4 = 5 m. Use the same idea!
• Steps:
  • Step 1: A square has perimeter 36 m. Side = 36 ÷ 4 = 9 m.
  • Step 2: Divide your perimeter (28) by 4 (the number of sides). What do you get?
• Answer: 7

[Easy] Multiplication Tables

• EN: A school store has 7 boxes of pencils with 8 pencils in each box. How many pencils are there in total?
• FR: La boutique de l'école a 7 boîtes de crayons avec 8 crayons dans chaque boîte. Combien y a-t-il de crayons en tout?
• Choices: A) 54 B) 56 C) 48 D) 63
• Hint: Use the 7 times table or the 8 times table. For example, 6 × 8 = 48. Add one more group of 8: 48 + 8 = 56. Or recall: 7 × 8 = 56 directly!
• Steps:
  • Step 1: 6 × 9 = 54. How? 9 × 6 = 9 + 9 + 9 + 9 + 9 + 9 = 54.
  • Step 2: For 7 × 8, recall the times table or add 8 seven times. The answer is a key multiplication fact to memorize!
• Answer: 56

[Easy] Decimal Place Value

• EN: A juice bottle holds 1.7 litres. What digit is in the tenths place?
• FR: Une bouteille de jus contient 1,7 litre. Quel chiffre est à la position des dixièmes?
• Choices: A) 1 B) 0 C) 7 D) 17
• Hint: In a decimal number like 3.5, the digit before the point is in the ones place and the digit right after the point is in the tenths place. For example, in 4.2, the tenths digit is 2. Find the digit right after the decimal point!
• Steps:
  • Step 1: In 6.3, the ones digit is 6 and the tenths digit is 3.
  • Step 2: In 1.7, the digit after the decimal point is in the tenths place. What is it?
• Answer: 7

[Easy] Area of a Rectangle

• EN: A hockey rink section is 9 m long and 4 m wide. What is the area of the section?
• FR: Une section de patinoire est longue de 9 m et large de 4 m. Quelle est l'aire de la section?
• Choices: A) 26 B) 32 C) 36 D) 40
• Hint: Area of a rectangle = length × width. For example, a room 5 m × 3 m has area = 5 × 3 = 15 m². Multiply the two measurements!
• Steps:
  • Step 1: Rectangle 6 m × 7 m: area = 6 × 7 = 42 m².
  • Step 2: Multiply length × width: 9 × 4 = ?
• Answer: 36

[Easy] Elapsed Time

• EN: Sofia started skating at 2:15 p.m. and skated for 45 minutes. What time did she finish?
• FR: Sofia a commencé à patiner à 14 h 15 et a patiné pendant 45 minutes. À quelle heure a-t-elle terminé?
• Choices: A) 2:45 B) 3:15 C) 3:00 D) 2:60
• Hint: Add the minutes to the start time. If minutes go over 60, convert to hours. For example, 1:20 + 50 min: 20 + 50 = 70 min = 1 hour 10 min, so 1:20 + 50 min = 2:10. Add carefully!
• Steps:
  • Step 1: 3:30 + 45 min: 30 + 45 = 75 min = 1 hour 15 min. So 3:30 + 45 min = 4:15.
  • Step 2: 2:15 + 45 min: 15 + 45 = 60 min = exactly 1 hour. Add 1 hour to 2:15 → 3:15!
• Answer: 3.15

[Medium] Long Division with Remainder

• EN: A teacher divides 47 stickers equally among 5 students. How many stickers does each student get? (Ignore the remainder.)
• FR: Un enseignant partage 47 autocollants également entre 5 élèves. Combien d'autocollants chaque élève reçoit-il? (Ignorez le reste.)
• Choices: A) 8 B) 10 C) 9 D) 7
• Hint: In division with remainders, find how many times the divisor fits into the dividend. For example, 23 ÷ 4: 4 × 5 = 20, 4 × 6 = 24 (too big), so quotient = 5, remainder = 3. Find the biggest multiple of 5 that fits into 47!
• Steps:
  • Step 1: 38 ÷ 6: 6 × 6 = 36, 6 × 7 = 42 (too big). Quotient = 6, remainder = 2.
  • Step 2: Find the biggest multiple of 5 ≤ 47: 5 × 9 = 45. So 47 ÷ 5 = 9 remainder 2. The quotient is 9!
• Answer: 9

[Medium] Comparing Fractions

• EN: Which fraction is greater: 3/4 or 2/3?
• FR: Quelle fraction est plus grande : 3/4 ou 2/3?
• Choices: A) 3 B) 2 C) 8 D) 9
• Hint: To compare fractions with different denominators, find a common denominator. For example, compare 1/2 and 2/5: common denominator 10. 1/2 = 5/10, 2/5 = 4/10. So 1/2 > 2/5. Convert your fractions!
• Steps:
  • Step 1: Compare 2/3 and 3/5. Common denominator = 15. 2/3 = 10/15, 3/5 = 9/15. So 2/3 > 3/5.
  • Step 2: 3/4 = 9/12 and 2/3 = 8/12. Compare the numerators: 9 > 8, so 3/4 > 2/3. Write the numerator of the larger fraction (9)!
• Answer: 9

[Medium] Decimal Operations

• EN: A granola bar costs $1.45 and a juice costs $1.30. What is the total cost?
• FR: Une barre granola coûte 1,45 $ et un jus coûte 1,30 $. Quel est le coût total?
• Choices: A) 2.65 B) 2.75 C) 2.85 D) 2.55
• Hint: Add decimals by lining up the decimal points, then add as usual. For example, 2.35 + 1.20: ones 2 + 1 = 3, tenths 3 + 2 = 5, hundredths 5 + 0 = 5. Answer: 3.55. Line up the points and add!
• Steps:
  • Step 1: 1.62 + 1.25 = ones 1+1=2, tenths 6+2=8, hundredths 2+5=7. Answer: 2.87.
  • Step 2: Line up 1.45 and 1.30. Add hundredths: 5+0=5, tenths: 4+3=7, ones: 1+1=2. Answer: 2.75!
• Answer: 2.75

[Medium] Multi-digit Multiplication

• EN: A school orders 23 boxes of crayons with 6 crayons in each box. How many crayons in all?
• FR: Une école commande 23 boîtes de crayons avec 6 crayons dans chaque boîte. Combien de crayons en tout?
• Choices: A) 138 B) 142 C) 118 D) 126
• Hint: Multiply a two-digit number by a one-digit number using the distributive property. For example, 21 × 4 = (20 × 4) + (1 × 4) = 80 + 4 = 84. Break apart your two-digit number!
• Steps:
  • Step 1: 32 × 5 = (30 × 5) + (2 × 5) = 150 + 10 = 160.
  • Step 2: 23 × 6 = (20 × 6) + (3 × 6) = 120 + 18 = ? Add them together!
• Answer: 138

[Hard] Long Division — Remainder Problem

• EN: A camp has 83 campers split equally into groups of 9. How many complete groups are there?
• FR: Un camp a 83 campeurs répartis également en groupes de 9. Combien de groupes complets y a-t-il?
• Choices: A) 8 B) 10 C) 9 D) 7
• Hint: Divide and ignore the remainder for "complete groups." For example, 50 ÷ 7: 7 × 7 = 49, remainder 1. There are 7 complete groups. Find the largest multiple of 9 ≤ 83!
• Steps:
  • Step 1: 65 ÷ 8: 8 × 8 = 64, remainder 1. So there are 8 complete groups.
  • Step 2: 9 × 9 = 81, 9 × 10 = 90 (too big). So 83 ÷ 9 = 9 remainder 2. There are 9 complete groups!
• Answer: 9

[Hard] Multi-Step Area and Perimeter

• EN: A rectangular garden is 8 m long and 5 m wide. A square fountain in the middle has a side of 2 m. What is the area of the garden NOT covered by the fountain?
• FR: Un jardin rectangulaire a 8 m de long et 5 m de large. Une fontaine carrée au milieu a un côté de 2 m. Quelle est l'aire du jardin NON couverte par la fontaine?
• Choices: A) 34 B) 38 C) 40 D) 36
• Hint: Find the big area, find the small area, then subtract. For example, a room 10 × 6 with a rug 3 × 3 inside: room area = 60, rug area = 9, uncovered = 60 − 9 = 51. Use the same two-step idea!
• Steps:
  • Step 1: Room 7 × 4 = 28. Table inside = 2 × 2 = 4. Uncovered = 28 − 4 = 24.
  • Step 2: Garden = 8 × 5 = 40. Fountain = 2 × 2 = 4. Uncovered = 40 − 4 = 36!
• Answer: 36

[Easy] Multi-digit Multiplication

• EN: A school orders 34 boxes of juice cartons with 12 cartons in each box. How many cartons are there in all?
• FR: Une école commande 34 boîtes de jus avec 12 cartons dans chaque boîte. Combien y a-t-il de cartons en tout?
• Choices: A) 398 B) 388 C) 408 D) 378
• Hint: Multiply by breaking numbers apart. For example, 21 × 13 = (21 × 10) + (21 × 3) = 210 + 63 = 273. Break your second factor into tens and ones!
• Steps:
  • Step 1: 22 × 14 = (22 × 10) + (22 × 4) = 220 + 88 = 308.
  • Step 2: 34 × 12 = (34 × 10) + (34 × 2) = 340 + 68 = ? Add them!
• Answer: 408

[Easy] Adding Fractions (Like Denominators)

• EN: Maya ate 2/8 of a granola bar in the morning and 3/8 after school. What fraction did she eat in total?
• FR: Maya a mangé 2/8 d'une barre granola le matin et 3/8 après l'école. Quelle fraction a-t-elle mangée en tout?
• Choices: A) 5 B) 6 C) 4 D) 8
• Hint: To add fractions with the same denominator, just add the numerators. Keep the denominator the same. For example, 1/5 + 3/5 = 4/5. The numerator is 4. Add your numerators!
• Steps:
  • Step 1: 3/7 + 2/7 = 5/7. Add numerators: 3 + 2 = 5. Denominator stays 7.
  • Step 2: 2/8 + 3/8 = ?/8. Add the numerators: 2 + 3 = ?
• Answer: 5

[Easy] Decimal Addition

• EN: A loaf of bread costs $2.49 and a carton of milk costs $3.15. What is the total cost?
• FR: Un pain coûte 2,49 $ et un carton de lait coûte 3,15 $. Quel est le coût total?
• Choices: A) 5.55 B) 5.74 C) 5.64 D) 5.84
• Hint: Add decimals by lining up decimal points, then add each column from right to left. For example, 1.47 + 2.32 = 3.79. Line up your decimals and add!
• Steps:
  • Step 1: 3.56 + 2.21: hundredths 6+1=7, tenths 5+2=7, ones 3+2=5. Answer: 5.77.
  • Step 2: Line up 2.49 + 3.15: hundredths 9+5=14 (write 4, carry 1), tenths 4+1+1=6, ones 2+3=5. Answer: 5.64!
• Answer: 5.64

[Easy] Percentage — 50%

• EN: There are 40 students going on a field trip. 50% of them bring lunches. How many students bring lunches?
• FR: Il y a 40 élèves qui participent à une sortie scolaire. 50 % d'entre eux apportent des lunchs. Combien d'élèves apportent un lunch?
• Choices: A) 25 B) 10 C) 20 D) 15
• Hint: 50% means half. To find 50% of a number, divide it by 2. For example, 50% of 60 = 60 ÷ 2 = 30. Divide your number by 2!
• Steps:
  • Step 1: 50% of 80 = 80 ÷ 2 = 40.
  • Step 2: 50% of 40 = 40 ÷ 2 = ?
• Answer: 20

[Medium] Multi-digit Division

• EN: A hockey league has 168 players and each team needs exactly 12 players. How many teams can be formed?
• FR: Une ligue de hockey a 168 joueurs et chaque équipe a besoin de 12 joueurs. Combien d'équipes peut-on former?
• Choices: A) 16 B) 12 C) 15 D) 14
• Hint: For multi-digit division, estimate first. For example, 126 ÷ 6: 6 × 20 = 120, so try 21: 6 × 21 = 126. Estimate with multiples of 12!
• Steps:
  • Step 1: 144 ÷ 12: 12 × 10 = 120, 12 × 12 = 144. So 144 ÷ 12 = 12.
  • Step 2: 12 × 14 = 168? Check: 12 × 10 = 120, 12 × 4 = 48, 120 + 48 = 168. Yes! Answer = 14!
• Answer: 14

[Medium] Subtracting Fractions

• EN: A bag of trail mix was 7/10 full. After a snack, it was 3/10 full. How much trail mix was eaten?
• FR: Un sac de mélange montagnard était rempli à 7/10. Après une collation, il était rempli à 3/10. Quelle fraction a été mangée?
• Choices: A) 3 B) 5 C) 4 D) 6
• Hint: To subtract fractions with the same denominator, subtract just the numerators. Keep the denominator. For example, 5/9 − 2/9 = 3/9. The numerator is 3!
• Steps:
  • Step 1: 8/11 − 3/11 = 5/11. Numerators: 8 − 3 = 5. Denominator stays 11.
  • Step 2: 7/10 − 3/10 = ?/10. Subtract numerators: 7 − 3 = ?
• Answer: 4

[Medium] Volume of a Rectangular Prism

• EN: A storage box is 5 cm long, 4 cm wide, and 3 cm tall. What is the volume of the box?
• FR: Une boîte de rangement a 5 cm de long, 4 cm de large et 3 cm de haut. Quel est le volume de la boîte?
• Choices: A) 48 B) 54 C) 60 D) 72
• Hint: Volume of a rectangular prism = length × width × height. For example, 4 × 3 × 2 = 24 cm³. Multiply all three dimensions!
• Steps:
  • Step 1: Box 6 × 2 × 5 = 60 cm³. Multiply: 6 × 2 = 12, then 12 × 5 = 60.
  • Step 2: 5 × 4 × 3 = ? Multiply 5 × 4 = 20 first, then 20 × 3 = ?
• Answer: 60

[Medium] Percentage — 25%

• EN: A Tim Hortons gift card is worth $80. You spend 25% of it. How much did you spend?
• FR: Une carte-cadeau de Tim Hortons vaut 80 $. Vous en dépensez 25 %. Combien avez-vous dépensé?
• Choices: A) 25 B) 30 C) 15 D) 20
• Hint: 25% = one quarter. To find 25%, divide by 4. For example, 25% of 60 = 60 ÷ 4 = 15. Divide your number by 4!
• Steps:
  • Step 1: 25% of 100 = 100 ÷ 4 = 25.
  • Step 2: 25% of 80 = 80 ÷ 4 = ?
• Answer: 20

[Hard] Multi-Step Fraction and Decimal Problem

• EN: Lena ran 3/5 of a 10 km trail in the morning and 0.8 km more in the evening. How many km did she run in total?
• FR: Lena a couru 3/5 d'un sentier de 10 km le matin et 0,8 km de plus le soir. Combien de km a-t-elle courus en tout?
• Choices: A) 7.2 B) 6.5 C) 6.8 D) 7.0
• Hint: Convert the fraction to a decimal first. For example, 2/5 = 0.4 (because 2 ÷ 5 = 0.4). Then multiply by total distance and add the extra. Try that sequence!
• Steps:
  • Step 1: 2/5 of 15 km = 0.4 × 15 = 6 km. Then add 0.6 km extra: 6 + 0.6 = 6.6 km total.
  • Step 2: 3/5 = 0.6. So 0.6 × 10 = 6 km in the morning. Then 6 + 0.8 = ? km total!
• Answer: 6.8

[Hard] Percentage — 10% and Multi-step

• EN: A jacket originally costs $120. The store offers a 10% discount, and then a further $8 off. What is the final price?
• FR: Un manteau coûte 120 $ à l'origine. Le magasin offre un rabais de 10 %, puis 8 $ de plus. Quel est le prix final?
• Choices: A) 104 B) 108 C) 100 D) 106
• Hint: Find 10% first by dividing by 10, then subtract it from the original price. Then subtract the extra discount. For example, 10% of $90 = $9; after discount: $90 − $9 = $81; then $81 − $5 = $76. Two-step!
• Steps:
  • Step 1: 10% of $200 = $20. After discount: $200 − $20 = $180. Then $180 − $6 = $174.
  • Step 2: 10% of $120 = $12. After 10%: $120 − $12 = $108. Then $108 − $8 = ?
• Answer: 100

[Easy] Percent of a Number

• EN: A hockey team scored 20 goals this season. 40% were scored by the captain. How many goals did the captain score?
• FR: Une équipe de hockey a marqué 20 buts cette saison. 40 % ont été marqués par le capitaine. Combien de buts le capitaine a-t-il marqués?
• Choices: A) 6 B) 10 C) 8 D) 4
• Hint: To find a percent of a number, convert the percent to a decimal and multiply. For example, 30% of 50 = 0.30 × 50 = 15. Convert 40% to 0.40 and multiply!
• Steps:
  • Step 1: 20% of 60 = 0.20 × 60 = 12.
  • Step 2: 40% of 20 = 0.40 × 20 = ?
• Answer: 8

[Easy] Ratio

• EN: In a bag of marbles, there are 3 red marbles for every 5 blue marbles. If there are 15 blue marbles, how many red marbles are there?
• FR: Dans un sac de billes, il y a 3 billes rouges pour chaque 5 billes bleues. S'il y a 15 billes bleues, combien y a-t-il de billes rouges?
• Choices: A) 12 B) 7 C) 9 D) 6
• Hint: Use equivalent ratios. For example, ratio 2:5. If there are 10 of the second type, multiply by 10/5 = 2, so there are 2 × 2 = 4 of the first type. Find your scale factor!
• Steps:
  • Step 1: Ratio 4:6 = ? If there are 18 of the second type, scale factor = 18/6 = 3. First type = 4 × 3 = 12.
  • Step 2: Ratio 3:5. If blue = 15, scale factor = 15/5 = 3. Red = 3 × 3 = ?
• Answer: 9

[Easy] Integer Introduction

• EN: The temperature in Yellowknife was −8°C in the morning and rose by 5°C by noon. What was the temperature at noon?
• FR: La température à Yellowknife était de −8 °C le matin et a augmenté de 5 °C à midi. Quelle était la température à midi?
• Choices: A) −4 B) −2 C) −3 D) −1
• Hint: Adding a positive number to a negative number moves right on the number line. For example, −6 + 4 = −2 (start at −6, move 4 right). Start at your negative number and count up!
• Steps:
  • Step 1: −10 + 7: start at −10, move 7 right: −9, −8, −7, −6, −5, −4, −3. Answer: −3.
  • Step 2: −8 + 5: start at −8, move 5 right. Count: −7, −6, −5, −4, −3. Answer: −3!
• Answer: -3

[Easy] Simple Algebraic Expression

• EN: A camp store charges $3 per water bottle. Write an expression for the cost of n bottles. If n = 6, what is the cost in dollars?
• FR: Une boutique de camp charge 3 $ par bouteille d'eau. Si n = 6, quel est le coût en dollars?
• Choices: A) 9 B) 21 C) 3 D) 18
• Hint: An expression for cost = price × number = 3 × n = 3n. To evaluate, substitute n with the given value. For example, if the cost is 5n and n = 4, then cost = 5 × 4 = 20. Substitute n = 6 into 3n!
• Steps:
  • Step 1: Expression 4n, n = 5: cost = 4 × 5 = 20.
  • Step 2: Expression 3n, n = 6: cost = 3 × 6 = ?
• Answer: 18

[Easy] Order of Operations (BEDMAS)

• EN: Calculate: 4 + 3 × 2
• FR: Calcule : 4 + 3 × 2
• Choices: A) 14 B) 10 C) 12 D) 8
• Hint: In BEDMAS, multiplication comes before addition. So always multiply first, then add. For example, 5 + 2 × 3 = 5 + 6 = 11. Do NOT add first!
• Steps:
  • Step 1: 7 + 4 × 2: multiply first: 4 × 2 = 8. Then add: 7 + 8 = 15.
  • Step 2: 4 + 3 × 2: multiply first: 3 × 2 = 6. Then add: 4 + 6 = ?
• Answer: 10

[Medium] Fraction Multiplication

• EN: A recipe needs 3/4 of a cup of maple syrup. If you make 2/3 of the recipe, how much maple syrup do you need?
• FR: Une recette nécessite 3/4 de tasse de sirop d'érable. Si vous faites 2/3 de la recette, quelle quantité de sirop d'érable vous faut-il?
• Choices: A) 1 B) 2 C) 5 D) 6
• Hint: To multiply fractions, multiply the numerators and multiply the denominators. For example, 2/3 × 3/5 = (2×3)/(3×5) = 6/15 = 2/5. Simplify if possible!
• Steps:
  • Step 1: 1/2 × 4/5 = (1×4)/(2×5) = 4/10 = 2/5