Daily Math — 2026-09-10

[Easy] Counting Apples

• EN: Lena has 7 apples. She picks 5 more. How many apples does she have now?
• FR: Lena a 7 pommes. Elle en cueille 5 autres. Combien de pommes a-t-elle maintenant?
• Choices: A) 10 B) 11 C) 12 D) 13
• Hint: To add two numbers, count on from the bigger one (e.g., 6 + 3 = 9).
• Steps:
  • Start at 7.
  • Count on 5 more: 8, 9, 10, 11, 12.
  • So the total is 12.
• Answer: 12

[Easy] Counting Mittens

• EN: There are 14 mittens on the shelf. 6 are taken. How many are left?
• FR: Il y a 14 mitaines sur l'étagère. On en prend 6. Combien en reste-t-il?
• Choices: A) 7 B) 8 C) 9 D) 20
• Hint: To subtract, count back from the bigger number (e.g., 10 − 4 = 6).
• Steps:
  • Start at 14.
  • Count back 6: 13, 12, 11, 10, 9, 8.
  • So 8 mittens are left.
• Answer: 8

[Easy] Skip Counting by 5s

• EN: Skip count by 5s: 5, 10, 15, ___. What comes next?
• FR: Compte par bonds de 5 : 5, 10, 15, ___. Quel est le prochain nombre?
• Choices: A) 18 B) 19 C) 20 D) 25
• Hint: Skip counting by 5s means adding 5 each time (e.g., 10, 15, 20 …).
• Steps:
  • The pattern adds 5 each time.
  • 15 + 5 = 20.
  • So the next number is 20.
• Answer: 20

[Easy] Comparing Numbers

• EN: Which number is greater: 13 or 17?
• FR: Quel nombre est plus grand : 13 ou 17?
• Choices: A) 13 B) 17 C) Both are equal D) Neither
• Hint: Look at the ones digit when the tens digit is the same (e.g., 12 vs. 15 — 15 is greater).
• Steps:
  • Both numbers have 1 in the tens place.
  • Compare the ones: 3 vs. 7.
  • 7 is bigger, so 17 is greater.
• Answer: 17

[Medium] Hockey Goals

• EN: Omar scored 9 goals on Monday and 8 goals on Tuesday. How many goals did he score in all?
• FR: Omar a marqué 9 buts lundi et 8 buts mardi. Combien de buts a-t-il marqués en tout?
• Choices: A) 15 B) 16 C) 17 D) 18
• Hint: Add the two numbers together (e.g., 6 + 7 = 13).
• Steps:
  • Start with 9.
  • Add 8: 9 + 8 = 17.
  • So Omar scored 17 goals in all.
• Answer: 17

[Medium] Coin Recognition

• EN: Priya has 2 nickels. How many cents does she have?
• FR: Priya a 2 pièces de 5 cents. Combien de cents a-t-elle?
• Choices: A) 2 cents B) 5 cents C) 10 cents D) 15 cents
• Hint: A nickel is worth 5 cents; count by 5s for each nickel (e.g., 1 nickel = 5 cents).
• Steps:
  • Each nickel is worth 5 cents.
  • 2 nickels: 5 + 5 = 10 cents.
  • So Priya has 10 cents.
• Answer: 10 cents

[Medium] Skip Counting by 2s

• EN: Skip count by 2s: 2, 4, 6, 8, ___. What comes next?
• FR: Compte par bonds de 2 : 2, 4, 6, 8, ___. Quel est le prochain nombre?
• Choices: A) 9 B) 10 C) 11 D) 12
• Hint: Skip counting by 2s means adding 2 each time (e.g., 6, 8, 10 …).
• Steps:
  • The pattern adds 2 each time.
  • 8 + 2 = 10.
  • So the next number is 10.
• Answer: 10

[Medium] Snowfall Subtraction

• EN: There were 18 snowballs. Kids threw 9 of them. How many snowballs are left?
• FR: Il y avait 18 boules de neige. Des enfants en ont lancé 9. Combien en reste-t-il?
• Choices: A) 7 B) 8 C) 9 D) 27
• Hint: To subtract, think about what number plus the smaller one makes the bigger one (e.g., 15 − 8: 8 + 7 = 15, so 7).
• Steps:
  • Think: 9 + ? = 18.
  • 9 + 9 = 18.
  • So 9 snowballs are left.
• Answer: 9

[Hard] Two-Step Addition

• EN: There are 6 red crayons, 7 blue crayons, and 4 green crayons in a box. How many crayons are there in all?
• FR: Il y a 6 crayons rouges, 7 crayons bleus et 4 crayons verts dans une boîte. Combien y a-t-il de crayons en tout?
• Choices: A) 13 B) 15 C) 17 D) 18
• Hint: Add three numbers by combining two first, then adding the third (e.g., 3 + 4 + 2: 3+4=7, then 7+2=9).
• Steps:
  • First add 6 + 7 = 13.
  • Then add 13 + 4 = 17.
  • So there are 17 crayons in all.
• Answer: 17

[Hard] Ordering Numbers

• EN: Put these numbers in order from least to greatest: 15, 9, 12, 3. Which order is correct?
• FR: Mets ces nombres en ordre du plus petit au plus grand : 15, 9, 12, 3. Quel est le bon ordre?
• Choices: A) 3, 9, 12, 15 B) 15, 12, 9, 3 C) 9, 3, 12, 15 D) 3, 12, 9, 15
• Hint: Least to greatest means starting with the smallest (e.g., 5, 7, 8, 11).
• Steps:
  • Find the smallest number: 3.
  • Then the next: 9, then 12, then 15.
  • Correct order: 3, 9, 12, 15.
• Answer: 3, 9, 12, 15

[Easy] Adding Two-Digit Numbers

• EN: There are 24 students in one class and 31 in another. How many students are there altogether?
• FR: Il y a 24 élèves dans une classe et 31 dans une autre. Combien y a-t-il d'élèves en tout?
• Choices: A) 53 B) 55 C) 57 D) 60
• Hint: Add the ones first, then the tens (e.g., 22 + 35: ones 2+5=7, tens 2+3=5, total 57).
• Steps:
  • Ones: 4 + 1 = 5.
  • Tens: 20 + 30 = 50.
  • Total: 50 + 5 = 55.
• Answer: 55

[Easy] Telling Time — Hour

• EN: The clock shows 3 o'clock. What time is it?
• FR: L'horloge indique 3 heures. Quelle heure est-il?
• Choices: A) 2:00 B) 3:00 C) 3:30 D) 4:00
• Hint: When the minute hand points to 12, the time is exactly on the hour (e.g., 5:00).
• Steps:
  • The minute hand is on 12.
  • The hour hand is on 3.
  • So the time is 3:00.
• Answer: 3:00

[Easy] Measuring Length

• EN: A pencil is 14 cm long. A pen is 9 cm long. How much longer is the pencil than the pen?
• FR: Un crayon mesure 14 cm de long. Un stylo mesure 9 cm. De combien le crayon est-il plus long que le stylo?
• Choices: A) 4 cm B) 5 cm C) 6 cm D) 23 cm
• Hint: To find the difference in length, subtract the shorter from the longer (e.g., 12 − 7 = 5).
• Steps:
  • Subtract: 14 − 9.
  • 14 − 9 = 5.
  • The pencil is 5 cm longer.
• Answer: 5 cm

[Easy] Counting Coins

• EN: Maya has 3 dimes. How much money does she have?
• FR: Maya a 3 pièces de 10 cents. Combien d'argent a-t-elle?
• Choices: A) 20 cents B) 25 cents C) 30 cents D) 33 cents
• Hint: A dime is worth 10 cents; count by 10s (e.g., 2 dimes = 20 cents).
• Steps:
  • Each dime = 10 cents.
  • 3 dimes: 10 + 10 + 10 = 30 cents.
  • Maya has 30 cents.
• Answer: 30 cents

[Medium] Subtracting Two-Digit Numbers

• EN: There are 72 hockey cards. Jake gives away 38. How many cards does he have left?
• FR: Il y a 72 cartes de hockey. Jake en donne 38. Combien de cartes lui reste-t-il?
• Choices: A) 24 B) 34 C) 36 D) 44
• Hint: Subtract ones then tens, regrouping if needed (e.g., 65 − 27: regroup 65 as 5 tens and 15 ones, 15−7=8 ones, 5−2=3 tens, answer 38).
• Steps:
  • Ones: 2 − 8 requires regrouping. Take 1 ten: 12 − 8 = 4.
  • Tens: 6 − 3 − 1 (borrowed) = 3 tens.
  • Answer: 34
• Answer: 34

[Medium] Telling Time — Half Hour

• EN: It is half past 7. What time does the clock show?
• FR: Il est 7 heures et demie. Quelle heure l'horloge indique-t-elle?
• Choices: A) 6:30 B) 7:00 C) 7:30 D) 8:00
• Hint: Half past means 30 minutes after the hour (e.g., half past 4 = 4:30).
• Steps:
  • "Half past" means 30 minutes after.
  • Half past 7 = 7:30.
  • The clock shows 7:30.
• Answer: 7:30

[Medium] Simple Patterns

• EN: Look at this pattern: 4, 8, 12, 16, ___. What is the missing number?
• FR: Regarde ce motif : 4, 8, 12, 16, ___. Quel est le nombre manquant?
• Choices: A) 18 B) 19 C) 20 D) 22
• Hint: Find the rule by looking at the difference between each pair (e.g., 3, 6, 9 — add 3 each time).
• Steps:
  • The difference between each term: 8−4=4, 12−8=4, 16−12=4.
  • Add 4 to 16: 16 + 4 = 20.
  • The missing number is 20.
• Answer: 20

[Medium] Coins to $1.00

• EN: Ben has 2 quarters, 3 dimes, and 1 nickel. How much money does he have?
• FR: Ben a 2 pièces de 25 cents, 3 pièces de 10 cents et 1 pièce de 5 cents. Combien d'argent a-t-il?
• Choices: A) 75 cents B) 80 cents C) 85 cents D) 90 cents
• Hint: Add the value of each group of coins separately, then combine (e.g., 1 quarter + 2 dimes = 25+20=45 cents).
• Steps:
  • 2 quarters = 50 cents.
  • 3 dimes = 30 cents.
  • 1 nickel = 5 cents. Total: 50 + 30 + 5 = 85 cents.
• Answer: 85 cents

[Hard] Two-Step Word Problem

• EN: There are 45 students at a Tim Hortons school trip. 18 students order hot chocolate and 12 students order juice. How many students did NOT order a drink?
• FR: Il y a 45 élèves lors d'une sortie scolaire au Tim Hortons. 18 élèves commandent un chocolat chaud et 12 élèves commandent un jus. Combien d'élèves n'ont PAS commandé de boisson?
• Choices: A) 13 B) 15 C) 17 D) 30
• Hint: First find how many ordered a drink in total, then subtract from the whole group (e.g., 20 total, 8+6=14 ordered, 20−14=6 did not).
• Steps:
  • Students who ordered a drink: 18 + 12 = 30.
  • Students who did not: 45 − 30 = 15.
  • So 15 students did not order a drink.
• Answer: 15

[Hard] Measuring and Comparing

• EN: A bookshelf is 80 cm tall. A desk is 1 m tall. How much taller is the desk than the bookshelf?
• FR: Une étagère mesure 80 cm de hauteur. Un bureau mesure 1 m de hauteur. De combien le bureau est-il plus haut que l'étagère?
• Choices: A) 10 cm B) 20 cm C) 30 cm D) 80 cm
• Hint: Convert metres to centimetres first (1 m = 100 cm), then subtract (e.g., 100 − 75 = 25 cm).
• Steps:
  • 1 m = 100 cm.
  • Difference: 100 − 80 = 20 cm.
  • The desk is 20 cm taller.
• Answer: 20 cm

[Easy] Multiplication by 5

• EN: A hockey team has 5 players on the ice. There are 4 teams playing at once. How many players are on the ice in total?
• FR: Une équipe de hockey a 5 joueurs sur la glace. Il y a 4 équipes qui jouent en même temps. Combien de joueurs y a-t-il sur la glace en tout?
• Choices: A) 9 B) 15 C) 20 D) 25
• Hint: Multiply to find the total in equal groups (e.g., 5 × 3 = 15).
• Steps:
  • Each team has 5 players.
  • 4 teams: 5 × 4 = 20.
  • There are 20 players on the ice.
• Answer: 20

[Easy] Basic Division

• EN: There are 12 muffins to share equally among 3 friends. How many muffins does each friend get?
• FR: Il y a 12 muffins à partager également entre 3 amis. Combien de muffins chaque ami reçoit-il?
• Choices: A) 3 B) 4 C) 5 D) 6
• Hint: Division means splitting into equal groups (e.g., 15 ÷ 3 = 5 because 3 × 5 = 15).
• Steps:
  • Think: 3 × ? = 12.
  • 3 × 4 = 12.
  • Each friend gets 4 muffins.
• Answer: 4

[Easy] Fractions — One Half

• EN: A pizza is cut into 2 equal pieces. Sam eats 1 piece. What fraction of the pizza did Sam eat?
• FR: Une pizza est coupée en 2 parts égales. Sam mange 1 part. Quelle fraction de la pizza Sam a-t-il mangée?
• Choices: A) 1/3 B) 1/4 C) 1/2 D) 2/3
• Hint: A fraction shows parts out of the whole (e.g., eating 1 out of 4 equal pieces = 1/4).
• Steps:
  • The pizza is cut into 2 equal parts.
  • Sam eats 1 of those 2 parts.
  • That fraction is 1/2.
• Answer: 1/2

[Easy] Multiplication by 2

• EN: There are 7 pairs of gloves in a box. How many gloves are there in total?
• FR: Il y a 7 paires de gants dans une boîte. Combien y a-t-il de gants en tout?
• Choices: A) 7 B) 9 C) 12 D) 14
• Hint: A pair means 2, so multiply by 2 (e.g., 5 pairs = 5 × 2 = 10).
• Steps:
  • A pair = 2 gloves.
  • 7 pairs: 7 × 2 = 14.
  • There are 14 gloves in total.
• Answer: 14

[Medium] Perimeter of a Rectangle

• EN: A garden is 6 m long and 3 m wide. What is the perimeter of the garden?
• FR: Un jardin mesure 6 m de long et 3 m de large. Quel est le périmètre du jardin?
• Choices: A) 9 m B) 15 m C) 18 m D) 24 m
• Hint: Perimeter of a rectangle = length + length + width + width (e.g., 5 + 5 + 2 + 2 = 14 m).
• Steps:
  • Add all four sides: 6 + 6 + 3 + 3.
  • 6 + 6 = 12, and 3 + 3 = 6.
  • Perimeter = 12 + 6 = 18 m.
• Answer: 18 m

[Medium] Reading a Bar Graph

• EN: A bar graph shows students' favourite seasons. Winter has 8 votes, Spring has 5 votes, and Summer has 10 votes. How many more students prefer Summer over Spring?
• FR: Un graphique à barres montre les saisons préférées des élèves. L'hiver a 8 votes, le printemps en a 5 et l'été en a 10. Combien d'élèves de plus préfèrent l'été au printemps?
• Choices: A) 3 B) 5 C) 7 D) 15
• Hint: To find "how many more," subtract the smaller value from the larger (e.g., 9 − 6 = 3 more).
• Steps:
  • Summer: 10 votes; Spring: 5 votes.
  • 10 − 5 = 5.
  • 5 more students prefer Summer over Spring.
• Answer: 5

[Medium] Multiplication by 3

• EN: Each student needs 3 pencils for class. If there are 8 students, how many pencils are needed in total?
• FR: Chaque élève a besoin de 3 crayons pour le cours. Si 8 élèves sont présents, combien de crayons sont nécessaires en tout?
• Choices: A) 11 B) 21 C) 24 D) 30
• Hint: Multiply the number of groups by the number in each group (e.g., 3 × 7 = 21).
• Steps:
  • 8 students, each needs 3 pencils.
  • 8 × 3 = 24.
  • 24 pencils are needed.
• Answer: 24

[Medium] Fractions — One Quarter

• EN: A chocolate bar is divided into 4 equal pieces. Sofia eats 1 piece. What fraction did Sofia eat?
• FR: Une tablette de chocolat est divisée en 4 parts égales. Sofia mange 1 part. Quelle fraction Sofia a-t-elle mangée?
• Choices: A) 1/2 B) 1/4 C) 1/3 D) 3/4
• Hint: The fraction is the number of pieces eaten over the total number of pieces (e.g., 1 out of 3 pieces = 1/3).
• Steps:
  • The bar has 4 equal pieces.
  • Sofia ate 1 of them.
  • She ate 1/4 of the chocolate bar.
• Answer: 1/4

[Hard] Multiplication and Subtraction

• EN: A store has 5 shelves with 9 books on each shelf. After selling 18 books, how many books are left?
• FR: Un magasin a 5 étagères avec 9 livres sur chacune. Après avoir vendu 18 livres, combien en reste-t-il?
• Choices: A) 22 B) 27 C) 32 D) 45
• Hint: First multiply to find the total, then subtract what was taken away (e.g., 4 × 6 = 24, then 24 − 10 = 14).
• Steps:
  • Total books: 5 × 9 = 45.
  • Subtract books sold: 45 − 18 = 27.
  • There are 27 books left.
• Answer: 27

[Hard] Fractions and Division

• EN: There are 16 cookies. One quarter of them have icing. How many cookies have icing?
• FR: Il y a 16 biscuits. Un quart d'entre eux ont du glaçage. Combien de biscuits ont du glaçage?
• Choices: A) 2 B) 4 C) 6 D) 8
• Hint: To find one quarter, divide by 4 (e.g., 1/4 of 20 = 20 ÷ 4 = 5).
• Steps:
  • One quarter means divide by 4.
  • 16 ÷ 4 = 4.
  • 4 cookies have icing.
• Answer: 4

[Easy] Multiplication Table to 9×9

• EN: What is 8 × 7?
• FR: Combien fait 8 × 7?
• Choices: A) 54 B) 56 C) 63 D) 64
• Hint: You can use 8 × 5 = 40 and 8 × 2 = 16, then add: 40 + 16 = 56.
• Steps:
  • Break it up: 8 × 7 = 8 × 5 + 8 × 2.
  • 8 × 5 = 40; 8 × 2 = 16.
  • 40 + 16 = 56.
• Answer: 56

[Easy] Decimal Place Value — Tenths

• EN: Which decimal is equal to three tenths?
• FR: Quel nombre décimal est égal à trois dixièmes?
• Choices: A) 0.03 B) 0.3 C) 3.0 D) 30.0
• Hint: Tenths are written in the first decimal place after the point (e.g., two tenths = 0.2).
• Steps:
  • "Tenths" is one place after the decimal point.
  • Three tenths = 0.3.
  • The answer is 0.3.
• Answer: 0.3

[Easy] Comparing Fractions

• EN: Which fraction is greater: 3/4 or 1/4?
• FR: Quelle fraction est plus grande : 3/4 ou 1/4?
• Choices: A) 1/4 B) 3/4 C) They are equal D) Neither
• Hint: When fractions have the same denominator, the bigger numerator is the bigger fraction (e.g., 5/8 > 3/8).
• Steps:
  • Both fractions have denominator 4.
  • Compare numerators: 3 > 1.
  • So 3/4 is greater.
• Answer: 3/4

[Easy] Area of a Rectangle

• EN: A rectangle is 9 cm long and 4 cm wide. What is its area?
• FR: Un rectangle mesure 9 cm de long et 4 cm de large. Quelle est son aire?
• Choices: A) 13 cm² B) 26 cm² C) 36 cm² D) 40 cm²
• Hint: Area of a rectangle = length × width (e.g., 7 × 3 = 21 cm²).
• Steps:
  • Area = length × width.
  • Area = 9 × 4 = 36.
  • The area is 36 cm².
• Answer: 36 cm²

[Medium] Long Division with Remainder

• EN: 53 ÷ 6 = ? What is the quotient and remainder?
• FR: 53 ÷ 6 = ? Quel est le quotient et le reste?
• Choices: A) 8 remainder 3 B) 8 remainder 5 C) 9 remainder 2 D) 7 remainder 11
• Hint: Find how many times the divisor fits without going over, then subtract to find the remainder (e.g., 29 ÷ 4: 4×7=28, remainder 1, so 7 remainder 1).
• Steps:
  • 6 × 8 = 48, and 6 × 9 = 54 (too big).
  • So the quotient is 8.
  • Remainder: 53 − 48 = 5. Answer: 8 remainder 5.
• Answer: 8 remainder 5

[Medium] Elapsed Time

• EN: School starts at 8:45 a.m. and ends at 3:15 p.m. How long is the school day?
• FR: L'école commence à 8 h 45 et se termine à 15 h 15. Combien de temps dure la journée scolaire?
• Choices: A) 5 hours 30 minutes B) 6 hours C) 6 hours 30 minutes D) 7 hours
• Hint: Count on from the start time to the end time in steps (e.g., from 9:15 a.m. to 2:45 p.m. = 5 hours 30 minutes).
• Steps:
  • From 8:45 a.m. to 9:00 a.m. = 15 minutes.
  • From 9:00 a.m. to 3:00 p.m. = 6 hours.
  • From 3:00 p.m. to 3:15 p.m. = 15 minutes. Total: 6 hours 30 minutes.
• Answer: 6 hours 30 minutes

[Medium] Decimal Operations

• EN: Mia buys a sandwich for $4.50 and a juice for $1.75. How much does she spend in total?
• FR: Mia achète un sandwich à 4,50 $ et un jus à 1,75 $. Combien dépense-t-elle au total?
• Choices: A) $5.75 B) $6.00 C) $6.25 D) $6.50
• Hint: Line up the decimal points and add normally (e.g., $3.40 + $2.35 = $5.75).
• Steps:
  • $4.50 + $1.75.
  • Cents: 50 + 75 = 125 cents = $1.25, carry $1.
  • Dollars: 4 + 1 + 1 = $6. Total: $6.25.
• Answer: $6.25

[Medium] Multi-Digit Multiplication

• EN: A farmer picks 36 apples each day for 4 days. How many apples does he pick in total?
• FR: Un fermier cueille 36 pommes chaque jour pendant 4 jours. Combien de pommes cueille-t-il en tout?
• Choices: A) 100 B) 124 C) 140 D) 144
• Hint: Multiply a two-digit number by a one-digit number in parts (e.g., 24 × 3: 20×3=60, 4×3=12, total 72).
• Steps:
  • 36 × 4: break into 30 × 4 and 6 × 4.
  • 30 × 4 = 120; 6 × 4 = 24.
  • 120 + 24 = 144.
• Answer: 144

[Hard] Long Division and Remainders in Context

• EN: A class of 38 students is going on a field trip. Each van holds 8 students. How many vans are needed to take all students?
• FR: Une classe de 38 élèves part en excursion. Chaque fourgonnette peut accueillir 8 élèves. Combien de fourgonnettes sont nécessaires pour emmener tous les élèves?
• Choices: A) 4 vans B) 5 vans C) 6 vans D) 38 vans
• Hint: Divide, then if there is a remainder, you need one more van for the leftover students (e.g., 25 ÷ 6 = 4 remainder 1, so 5 vans needed).
• Steps:
  • 38 ÷ 8 = 4 remainder 6.
  • 4 vans hold 32 students; 6 students still need a van.
  • So 5 vans are needed.
• Answer: 5 vans

[Hard] Comparing Decimals and Fractions

• EN: Order these from least to greatest: 0.5, 1/4, 0.75. Which order is correct?
• FR: Mets ces valeurs en ordre du plus petit au plus grand : 0,5, 1/4, 0,75. Quel est le bon ordre?
• Choices: A) 0.5, 1/4, 0.75 B) 1/4, 0.75, 0.5 C) 1/4, 0.5, 0.75 D) 0.75, 0.5, 1/4
• Hint: Convert fractions to decimals to compare (e.g., 1/2 = 0.50, 3/4 = 0.75).
• Steps:
  • Convert 1/4 to a decimal: 1 ÷ 4 = 0.25.
  • Now compare: 0.25, 0.5, 0.75.
  • Least to greatest: 1/4, 0.5, 0.75.
• Answer: 1/4, 0.5, 0.75

[Easy] Multi-Digit Multiplication

• EN: A school orders 24 boxes of crayons. Each box has 16 crayons. How many crayons are ordered in total?
• FR: Une école commande 24 boîtes de crayons. Chaque boîte contient 16 crayons. Combien de crayons sont commandés en tout?
• Choices: A) 288 B) 320 C) 348 D) 384
• Hint: Use the standard algorithm: multiply by ones then tens and add (e.g., 23 × 14: 23×4=92, 23×10=230, 92+230=322).
• Steps:
  • 24 × 16: 24 × 6 = 144; 24 × 10 = 240.
  • 144 + 240 = 384.
  • 384 crayons are ordered.
• Answer: 384

[Easy] Adding Fractions with Like Denominators

• EN: What is 2/7 + 3/7?
• FR: Combien fait 2/7 + 3/7?
• Choices: A) 5/7 B) 5/14 C) 6/7 D) 1/7
• Hint: Add only the numerators; the denominator stays the same (e.g., 1/5 + 2/5 = 3/5).
• Steps:
  • Denominators are the same (7), so add numerators.
  • 2 + 3 = 5.
  • Answer: 5/7
• Answer: 5/7

[Easy] Percentage — 50%

• EN: There are 80 students at a school assembly. 50% of them are wearing a school hoodie. How many students are wearing a hoodie?
• FR: Il y a 80 élèves à une assemblée scolaire. 50 % d'entre eux portent un chandail à capuchon de l'école. Combien d'élèves portent un chandail?
• Choices: A) 30 B) 40 C) 50 D) 60
• Hint: 50% means half; divide by 2 (e.g., 50% of 60 = 60 ÷ 2 = 30).
• Steps:
  • 50% = half.
  • 80 ÷ 2 = 40.
  • 40 students are wearing a hoodie.
• Answer: 40

[Easy] Decimal Subtraction

• EN: Luis had $8.90 and spent $3.45 at the school canteen. How much money does he have left?
• FR: Luis avait 8,90 $ et en a dépensé 3,45 $ à la cantine de l'école. Combien d'argent lui reste-t-il?
• Choices: A) $4.45 B) $5.35 C) $5.45 D) $5.55
• Hint: Line up the decimal points and subtract normally (e.g., $7.80 − $2.35 = $5.45).
• Steps:
  • $8.90 − $3.45.
  • Cents: 90 − 45 = 45 cents.
  • Dollars: 8 − 3 = 5. Total: $5.45.
• Answer: $5.45

[Medium] Volume of a Rectangular Prism

• EN: A box is 5 cm long, 4 cm wide, and 3 cm tall. What is its volume?
• FR: Une boîte mesure 5 cm de long, 4 cm de large et 3 cm de haut. Quel est son volume?
• Choices: A) 12 cm³ B) 47 cm³ C) 60 cm³ D) 120 cm³
• Hint: Volume = length × width × height (e.g., 6 × 2 × 4 = 48 cm³).
• Steps:
  • Volume = 5 × 4 × 3.
  • 5 × 4 = 20, then 20 × 3 = 60.
  • The volume is 60 cm³.
• Answer: 60 cm³

[Medium] Subtracting Fractions with Like Denominators

• EN: What is 9/10 − 4/10?
• FR: Combien fait 9/10 − 4/10?
• Choices: A) 5/10 B) 4/10 C) 5/20 D) 13/10
• Hint: Subtract numerators and keep the denominator (e.g., 7/8 − 3/8 = 4/8).
• Steps:
  • Denominators are the same (10); subtract numerators.
  • 9 − 4 = 5.
  • Answer: 5/10
• Answer: 5/10

[Medium] Multi-Digit Division

• EN: A printer prints 252 pages in total. It prints the same number of pages each hour for 9 hours. How many pages does it print per hour?
• FR: Une imprimante imprime 252 pages au total. Elle imprime le même nombre de pages chaque heure pendant 9 heures. Combien de pages imprime-t-elle par heure?
• Choices: A) 24 B) 28 C) 30 D) 36
• Hint: Use long division: estimate, multiply, subtract, and bring down (e.g., 180 ÷ 9 = 20).
• Steps:
  • 252 ÷ 9.
  • 9 × 28 = 252.
  • The printer prints 28 pages per hour.
• Answer: 28

[Medium] Percentage — 25%

• EN: A bag has 60 marbles. 25% of them are red. How many marbles are red?
• FR: Un sac contient 60 billes. 25 % d'entre elles sont rouges. Combien de billes sont rouges?
• Choices: A) 10 B) 15 C) 20 D) 25
• Hint: 25% means one quarter; divide by 4 (e.g., 25% of 40 = 40 ÷ 4 = 10).
• Steps:
  • 25% = one quarter.
  • 60 ÷ 4 = 15.
  • 15 marbles are red.
• Answer: 15

[Hard] Multi-Step Decimal Problem

• EN: Emma buys 3 notebooks at $2.75 each and a pen for $1.50. She pays with a $20 bill. How much change does she receive?
• FR: Emma achète 3 cahiers à 2,75 $ chacun et un stylo à 1,50 $. Elle paye avec un billet de 20 $. Combien reçoit-elle en monnaie?
• Choices: A) $9.75 B) $10.25 C) $11.00 D) $14.25
• Hint: First find the total cost, then subtract from $20 (e.g., 2 × $3.50 + $1.00 = $8.00; $20 − $8.00 = $12.00).
• Steps:
  • 3 notebooks: 3 × $2.75 = $8.25.
  • Add pen: $8.25 + $1.50 = $9.75.
  • Change: $20.00 − $9.75 = $10.25.
• Answer: $10.25

[Hard] Fractions and Percentage Combined

• EN: A class has 40 students. Three quarters of the students play a sport. Of those who play a sport, 50% play hockey. How many students play hockey?
• FR: Une classe compte 40 élèves. Les trois quarts des élèves pratiquent un sport. Parmi ceux qui pratiquent un sport, 50 % jouent au hockey. Combien d'élèves jouent au hockey?
• Choices: A) 10 B) 15 C) 20 D) 30
• Hint: Find the fraction first, then find the percentage of that result (e.g., 3/4 of 20 = 15; 50% of 15 = 7.5 — round if needed).
• Steps:
  • 3/4 of 40 = 40 ÷ 4 × 3 = 30 students play a sport.
  • 50% of 30 = 30 ÷ 2 = 15.
  • 15 students play hockey.
• Answer: 15

[Easy] Percent of a Number

• EN: What is 20% of 50?
• FR: Combien représente 20 % de 50?
• Choices: A) 5 B) 10 C) 15 D) 20
• Hint: To find 10% divide by 10, then double for 20% (e.g., 10% of 70 = 7; 20% of 70 = 14).
• Steps:
  • 10% of 50 = 50 ÷ 10 = 5.
  • 20% = 2 × 5 = 10.
  • 20% of 50 is 10.
• Answer: 10

[Easy] Integer Introduction

• EN: The temperature in Winnipeg is −8°C in the morning. By noon it has risen 12°C. What is the temperature at noon?
• FR: La température à Winnipeg est de −8 °C le matin. Elle augmente de 12 °C à midi. Quelle est la température à midi?
• Choices: A) −4°C B) 4°C C) 8°C D) 20°C
• Hint: Adding a positive to a negative: start at the negative and count up (e.g., −5 + 9 = 4).
• Steps:
  • Start at −8 and add 12.
  • −8 + 12 = 4.
  • The temperature at noon is 4°C.
• Answer: 4°C

[Easy] Ratio and Rate

• EN: A recipe uses 3 cups of flour for every 2 cups of sugar. If you use 6 cups of flour, how many cups of sugar do you need?
• FR: Une recette utilise 3 tasses de farine pour 2 tasses de sucre. Si tu utilises 6 tasses de farine, combien de tasses de sucre faut-il?
• Choices: A) 3 B) 4 C) 5 D) 6
• Hint: Find the scale factor by dividing the new amount by the original (e.g., if the ratio is 2:3 and you use 4 cups, scale factor is 2, so 3×2=6).
• Steps:
  • Original ratio: 3 flour : 2 sugar.
  • New flour: 6. Scale factor: 6 ÷ 3 = 2.
  • Sugar: 2 × 2 = 4 cups.
• Answer: 4

[Easy] Simple Algebraic Expression

• EN: Evaluate 3x + 5 when x = 4.
• FR: Évalue 3x + 5 lorsque x = 4.
• Choices: A) 12 B) 15 C) 17 D) 20
• Hint: Substitute the value for the variable, then compute (e.g., 2y + 3, y = 5: 2×5+3=13).
• Steps:
  • Substitute x = 4: 3(4) + 5.
  • 3 × 4 = 12; 12 + 5 = 17.
  • The answer is 17.
• Answer: 17

[Medium] Fraction Multiplication

• EN: What is 3/4 × 2/5?
• FR: Combien fait 3/4 × 2/5?
• Choices: A) 5/9 B) 6/20 C) 3/10 D) 6/9
• Hint: Multiply numerators together and denominators together (e.g., 2/3 × 4/5 = 8/15).
• Steps:
  • Multiply numerators: 3 × 2 = 6.
  • Multiply denominators: 4 × 5 = 20.
  • Result: 6/20, which simplifies to 3/10.
• Answer: 3/10

[Medium] Order of Operations (BEDMAS)

• EN: Calculate: 3 + 4 × 2 − 1.
• FR: Calcule : 3 + 4 × 2 − 1.
• Choices: A) 13 B) 10 C) 14 D) 15
• Hint: BEDMAS — do multiplication before addition/subtraction (e.g., 5 + 3 × 2 = 5 + 6 = 11).
• Steps:
  • First, multiplication: 4 × 2 = 8.
  • Then, left to right: 3 + 8 − 1.
  • 3 + 8 = 11; 11 − 1 = 10.
• Answer: 10

[Medium] Fraction Division

• EN: What is 5/6 ÷ 1/3?
• FR: Combien fait 5/6 ÷ 1/3?
• Choices: A) 5/18 B) 2/5 C) 5/2 D) 5/3
• Hint: To divide fractions, multiply by the reciprocal of the second fraction (e.g., 2/3 ÷ 1/4 = 2/3 × 4/1 = 8/3).
• Steps:
  • Flip the second fraction: 1/3 becomes 3/1.
  • Multiply: 5/6 × 3/1 = 15/6.
  • Simplify: 15/6 = 5/2.
• Answer: 5/2

[Medium] Percent — Sale Price

• EN: A pair of hockey skates costs $80. They are on sale for 25% off. What is the sale price?
• FR: Une paire de patins de hockey coûte 80 $. Ils sont en solde à 25 % de réduction. Quel est le prix de vente?
• Choices: A) $20 B) $55 C) $60 D) $75
• Hint: Find the discount first, then subtract (e.g., 25% of $40 = $10; sale price = $40 − $10 = $30).
• Steps:
  • 25% of $80 = $80 ÷ 4 = $20.
  • Sale price: $80 − $20 = $60.
  • The sale price is $60.
• Answer: $60

[Hard] Rate Problem

• EN: A car travels 330 km in 3 hours. At the same speed, how many kilometres does it travel in 5 hours?
• FR: Une voiture parcourt 330 km en 3 heures. À la même vitesse, combien de kilomètres parcourt-elle en 5 heures?
• Choices: A) 450 km B) 495 km C) 550 km D) 660 km
• Hint: Find the unit rate first (distance per hour), then multiply by the new time (e.g., 240 km in 4 hours = 60 km/h; in 6 hours = 360 km).
• Steps:
  • Speed = 330 ÷ 3 = 110 km/h.
  • Distance in 5 hours: 110 × 5 = 550 km.
  • The car travels 550 km.
• Answer: 550 km

[Hard] Multi-Step BEDMAS

• EN: Evaluate: (12 − 4) × 3 + 2² ÷ 2.
• FR: Évalue : (12 − 4) × 3 + 2² ÷ 2.
• Choices: A) 24 B) 26 C) 28 D) 30
• Hint: Follow BEDMAS: Brackets, Exponents, Division/Multiplication, Addition/Subtraction (e.g., (5+1) × 2 + 3² ÷ 3 = 6×2+9÷3 = 12+3 = 15).
• Steps:
  • Brackets: 12 − 4 = 8.
  • Exponents: 2² = 4.
  • Multiply and divide: 8 × 3 = 24; 4 ÷ 2 = 2.
  • Add: 24 + 2 = 26.
• Answer: 26

[Easy] Integer Addition

• EN: What is (−9) + 15?
• FR: Combien fait (−9) + 15?
• Choices: A) −6 B) 6 C) 24 D) −24
• Hint: When adding a positive and a negative, subtract the smaller absolute value from the larger and keep the sign of the bigger one (e.g., −4 + 9 = 5).
• Steps:
  • Absolute values: 9 and 15. Larger is 15 (positive).
  • 15 − 9 = 6.
  • Answer: 6
• Answer: 6

[Easy] Percentage — Discount

• EN: A jacket costs $120. It is 30% off. How much is the discount?
• FR: Une veste coûte 120 $. Elle est à 30 % de réduction. Quel est le montant de la réduction?
• Choices: A) $30 B) $36 C) $40 D) $84
• Hint: Find 10% first, then multiply (e.g., 30% of $50: 10% = $5, so 30% = $15).
• Steps:
  • 10% of $120 = $12.
  • 30% = 3 × $12 = $36.
  • The discount is $36.
• Answer: $36

[Easy] One-Step Linear Equation

• EN: Solve: x + 9 = 17.
• FR: Résous : x + 9 = 17.
• Choices: A) x = 6 B) x = 7 C) x = 8 D) x = 26
• Hint: To solve, do the opposite operation to both sides (e.g., y + 5 = 12 → y = 12 − 5 = 7).
• Steps:
  • Subtract 9 from both sides.
  • x = 17 − 9.
  • x = 8.
• Answer: x = 8

[Easy] Integer Subtraction

• EN: What is 5 − (−3)?
• FR: Combien fait 5 − (−3)?
• Choices: A) 2 B) 8 C) −2 D) −8
• Hint: Subtracting a negative is the same as adding (e.g., 6 − (−4) = 6 + 4 = 10).
• Steps:
  • Change subtraction of a negative to addition.
  • 5 + 3 = 8.
  • The answer is 8.
• Answer: 8

[Medium] Surface Area of a Rectangular Prism

• EN: A gift box is 10 cm long, 5 cm wide, and 4 cm tall. What is its surface area?
• FR: Une boîte cadeau mesure 10 cm de long, 5 cm de large et 4 cm de haut. Quelle est son aire de surface?
• Choices: A) 200 cm² B) 220 cm² C) 180 cm² D) 160 cm²
• Hint: Surface area = 2(lw + lh + wh) (e.g., box 3×2×1: 2(6+3+2)=22 cm²).
• Steps:
  • lw = 10 × 5 = 50; lh = 10 × 4 = 40; wh = 5 × 4 = 20.
  • Sum: 50 + 40 + 20 = 110.
  • Surface area: 2 × 110 = 220 cm².
• Answer: 220 cm²

[Medium] Fraction and Decimal Fluency

• EN: Convert 7/8 to a decimal. Round to two decimal places.
• FR: Convertis 7/8 en nombre décimal. Arrondis à deux décimales.
• Choices: A) 0.75 B) 0.78 C) 0.88 D) 0.87
• Hint: Divide the numerator by the denominator (e.g., 3/4 = 3 ÷ 4 = 0.75).
• Steps:
  • 7 ÷ 8 = 0.875.
  • Rounded to two decimal places: 0.88.
  • The answer is 0.88.
• Answer: 0.88

[Medium] Percent Tax

• EN: A video game costs $65.00 and HST is 13%. What is the total cost with tax?
• FR: Un jeu vidéo coûte 65,00 $ et la TVH est de 13 %. Quel est le coût total avec la taxe?
• Choices: A) $71.45 B) $73.45 C) $74.00 D) $78.00
• Hint: Find the tax amount first, then add to the price (e.g., 10% of $40 = $4, 3% = $1.20, tax = $5.20, total = $45.20).
• Steps:
  • 13% of $65: 10% = $6.50; 3% = $1.95. Tax = $8.45.
  • Total: $65.00 + $8.45 = $73.45.
  • The total cost is $73.45.
• Answer: $73.45

[Medium] Probability

• EN: A bag has 5 red marbles, 3 blue marbles, and 2 green marbles. What is the probability of picking a blue marble?
• FR: Un sac contient 5 billes rouges, 3 billes bleues et 2 billes vertes. Quelle est la probabilité de piger une bille bleue?
• Choices: A) 1/10 B) 3/10 C) 3/5 D) 7/10
• Hint: Probability = favourable outcomes ÷ total outcomes (e.g., 2 red out of 8 total = 2/8 = 1/4).
• Steps:
  • Total marbles: 5 + 3 + 2 = 10.
  • Blue marbles: 3.
  • Probability = 3/10.
• Answer: 3/10

[Hard] Two-Step Integer Word Problem

• EN: The temperature in Iqaluit was −14°C. It dropped 7°C overnight and then rose 18°C by afternoon. What was the afternoon temperature?
• FR: La température à Iqaluit était de −14 °C. Elle a chuté de 7 °C durant la nuit, puis a augmenté de 18 °C en après-midi. Quelle était la température l'après-midi?
• Choices: A) −3°C B) 3°C C) −11°C D) 11°C
• Hint: Work through each change one at a time (e.g., −10 − 5 = −15; −15 + 20 = 5°C).
• Steps:
  • Start: −14°C.
  • Drop 7°C: −14 − 7 = −21°C.
  • Rise 18°C: −21 + 18 = −3°C.
• Answer: −3°C

[Hard] Surface Area and Percent

• EN: A rectangular box has length 8 cm, width 6 cm, and height 5 cm. If you want to cover 75% of its surface area with wrapping paper, how many square centimetres of paper do you need?
• FR: Une boîte rectangulaire mesure 8 cm de long, 6 cm de large et 5 cm de haut. Si tu veux couvrir 75 % de son aire de surface avec du papier d'emballage, combien de centimètres carrés de papier faut-il?
• Choices: A) 118 cm² B) 177 cm² C) 200 cm² D) 236 cm²
• Hint: Find total surface area using 2(lw+lh+wh), then find 75% of that (e.g., SA=100 cm², 75%=75 cm²).
• Steps:
  • lw = 8×6 = 48; lh = 8×5 = 40; wh = 6×5 = 30. Sum = 118.
  • SA = 2 × 118 = 236 cm².
  • 75% of 236 = 0.75 × 236 = 177 cm².
• Answer: 177 cm²

[Easy] Perfect Squares

• EN: What is √144?
• FR: Combien vaut √144?
• Choices: A) 11 B) 12 C) 13 D) 14
• Hint: Think of which number multiplied by itself gives the number under the root (e.g., √81 = 9 because 9×9=81).
• Steps:
  • Think: what number × itself = 144?
  • 12 × 12 = 144.
  • √144 = 12.
• Answer: 12

[Easy] Mean

• EN: Five students scored 72, 85, 90, 68, and 80 on a math test. What is their mean score?
• FR: Cinq élèves ont obtenu les notes suivantes à un test de mathématiques : 72, 85, 90, 68 et 80. Quelle est leur note moyenne?
• Choices: A) 77 B) 79 C) 80 D) 85
• Hint: Mean = sum of all values ÷ number of values (e.g., mean of 4, 6, 8 = 18÷3 = 6).
• Steps:
  • Sum: 72 + 85 + 90 + 68 + 80 = 395.
  • Mean: 395 ÷ 5 = 79.
  • The mean score is 79.
• Answer: 79

[Easy] Two-Step Equation

• EN: Solve: 3x − 5 = 16.
• FR: Résous : 3x − 5 = 16.
• Choices: A) x = 5 B) x = 7 C) x = 11 D) x = 21
• Hint: First add or subtract to isolate the term with x, then divide (e.g., 2y − 4 = 10 → 2y = 14 → y = 7).
• Steps:
  • Add 5 to both sides: 3x = 21.
  • Divide both sides by 3: x = 7.
  • The answer is x = 7.
• Answer: x = 7

[Easy] Percent Increase

• EN: A hockey stick was $60 last year and is $72 this year. What is the percent increase?
• FR: Un bâton de hockey coûtait 60 $ l'an dernier et 72 $ cette année. Quel est le pourcentage d'augmentation?
• Choices: A) 12% B) 17% C) 20% D) 25%
• Hint: Percent increase = (increase ÷ original) × 100 (e.g., from $50 to $60: increase=$10, 10÷50×100=20%).
• Steps:
  • Increase: $72 − $60 = $12.
  • Percent increase: 12 ÷ 60 × 100 = 20%.
  • The percent increase is 20%.
• Answer: 20%

[Medium] Pythagorean Theorem

• EN: A right triangle has legs of 6 cm and 8 cm. What is the length of the hypotenuse?
• FR: Un triangle rectangle a des cathètes de 6 cm et 8 cm. Quelle est la longueur de l'hypoténuse?
• Choices: A) 9 cm B) 10 cm C) 11 cm D) 14 cm
• Hint: Use a² + b² = c² and take the square root (e.g., legs 3 and 4: 9+16=25, √25=5 cm).
• Steps:
  • a² + b² = c²: 6² + 8² = c².
  • 36 + 64 = 100.
  • c = √100 = 10 cm.
• Answer: 10 cm

[Medium] Slope Introduction

• EN: A line passes through (0, 2) and (4, 10). What is the slope of the line?
• FR: Une droite passe par (0, 2) et (4, 10). Quelle est la pente de la droite?
• Choices: A) 1 B) 2 C) 3 D) 4
• Hint: Slope = (y₂ − y₁) ÷ (x₂ − x₁) (e.g., points (1,3) and (3,9): slope = (9−3)÷(3−1) = 3).
• Steps:
  • Slope = (10 − 2) ÷ (4 − 0).
  • = 8 ÷ 4.
  • Slope = 2.
• Answer: 2

[Medium] Percent Decrease

• EN: A store originally sold a coat for $150. The price was reduced to $120. What is the percent decrease?
• FR: Un magasin vendait un manteau 150 $ à l'origine. Le prix a été réduit à 120 $. Quel est le pourcentage de diminution?
• Choices: A) 15% B) 20% C) 25% D) 30%
• Hint: Percent decrease = (decrease ÷ original) × 100 (e.g., $80 to $60: decrease=$20, 20÷80×100=25%).
• Steps:
  • Decrease: $150 − $120 = $30.
  • Percent decrease: 30 ÷ 150 × 100 = 20%.
  • The percent decrease is 20%.
• Answer: 20%

[Medium] Median and Mode

• EN: Find the median of: 3, 7, 7, 12, 15, 18, 20.
• FR: Trouve la médiane de : 3, 7, 7, 12, 15, 18, 20.
• Choices: A) 7 B) 12 C) 15 D) 18
• Hint: The median is the middle value when data is ordered; for 7 values, it is the 4th one (e.g., for 5, 8, 10, 14, 17 the median is 10).
• Steps:
  • Data is already in order: 3, 7, 7, 12, 15, 18, 20.
  • 7 values — the middle (4th) value is 12.
  • The median is 12.
• Answer: 12

[Hard] Two-Step Equation with Fractions

• EN: Solve: x/4 + 3 = 9.
• FR: Résous : x/4 + 3 = 9.
• Choices: A) x = 12 B) x = 24 C) x = 30 D) x = 48
• Hint: First subtract the constant, then multiply both sides by the denominator (e.g., y/3 + 5 = 11 → y/3 = 6 → y = 18).
• Steps:
  • Subtract 3: x/4 = 6.
  • Multiply both sides by 4: x = 24.
  • The answer is x = 24.
• Answer: x = 24

[Hard] Pythagorean Theorem — Word Problem

• EN: A ramp is 13 m long. It is propped against a wall that is 5 m away from the base of the ramp. How high up the wall does the ramp reach?
• FR: Une rampe mesure 13 m de long. Elle est appuyée contre un mur situé à 5 m de la base de la rampe. À quelle hauteur la rampe atteint-elle le mur?
• Choices: A) 8 m B) 10 m C) 12 m D) 18 m
• Hint: Use a² + b² = c²; solve for the unknown leg (e.g., hypotenuse 10, one leg 6: other leg = √(100−36) = √64 = 8).
• Steps:
  • Hypotenuse c = 13 m; one leg b = 5 m.
  • a² = c² − b² = 169 − 25 = 144.
  • a = √144 = 12 m.
• Answer: 12 m

[Easy] Solving a Linear Equation

• EN: Solve: 5x + 3 = 28.
• FR: Résous : 5x + 3 = 28.
• Choices: A) x = 4 B) x = 5 C) x = 6 D) x = 7
• Hint: Isolate x by subtracting the constant, then dividing by the coefficient (e.g., 4x + 2 = 22 → 4x = 20 → x = 5).
• Steps:
  • Subtract 3: 5x = 25.
  • Divide by 5: x = 5.
  • The answer is x = 5.
• Answer: x = 5

[Easy] Slope-Intercept Form

• EN: What is the slope of the line y = 3x − 7?
• FR: Quelle est la pente de la droite y = 3x − 7?
• Choices: A) −7 B) 3 C) 7 D) −3
• Hint: In y = mx + b, m is the slope (e.g., y = 5x + 2 has slope 5).
• Steps:
  • The equation is in y = mx + b form.
  • The coefficient of x is 3.
  • The slope is 3.
• Answer: 3

[Easy] Adding Polynomials

• EN: Simplify: (4x + 5) + (3x − 2).
• FR: Simplifie : (4x + 5) + (3x − 2).
• Choices: A) 7x + 3 B) 7x − 3 C) 12x + 3 D) 7x + 7
• Hint: Combine like terms (e.g., (2x + 4) + (5x − 1) = 7x + 3).
• Steps:
  • Combine x terms: 4x + 3x = 7x.
  • Combine constants: 5 + (−2) = 3.
  • Result: 7x + 3.
• Answer: 7x + 3

[Easy] Linear Inequality

• EN: Solve and graph: x − 4 > 2. What values satisfy the inequality?
• FR: Résous et représente : x − 4 > 2. Quelles valeurs satisfont l'inéquation?
• Choices: A) x > 6 B) x < 6 C) x > 2 D) x > −2
• Hint: Solve like an equation, then keep the inequality sign (e.g., x − 3 > 5 → x > 8).
• Steps:
  • Add 4 to both sides.
  • x > 2 + 4.
  • x > 6.
• Answer: x > 6

[Medium] Multiplying Polynomials

• EN: Expand: (x + 3)(x + 5).
• FR: Développe : (x + 3)(x + 5).
• Choices: A) x² + 8x + 15 B) x² + 15x + 8 C) x² + 8x + 8 D) x² + 15
• Hint: Use FOIL: First, Outer, Inner, Last (e.g., (x+2)(x+4) = x²+4x+2x+8 = x²+6x+8).
• Steps:
  • First: x × x = x².
  • Outer + Inner: x×5 + 3×x = 5x + 3x = 8x.
  • Last: 3 × 5 = 15.
  • Result: x² + 8x + 15.
• Answer: x² + 8x + 15

[Medium] Similar Triangles

• EN: Two similar triangles have corresponding sides. The smaller triangle has sides 4 cm, 6 cm, and 8 cm. The longer side of the bigger triangle is 24 cm. What is the scale factor?
• FR: Deux triangles semblables ont des côtés correspondants. Le petit triangle a des côtés de 4 cm, 6 cm et 8 cm. Le côté le plus long du grand triangle mesure 24 cm. Quel est le facteur d'échelle?
• Choices: A) 2 B) 3 C) 4 D) 6
• Hint: Scale factor = corresponding side of larger ÷ corresponding side of smaller (e.g., if smaller side is 5 and larger is 15, scale factor = 3).
• Steps:
  • Longer side of smaller triangle: 8 cm.
  • Longer side of larger triangle: 24 cm.
  • Scale factor = 24 ÷ 8 = 3.
• Answer: 3

[Medium] Trigonometry — SOH

• EN: In a right triangle, the angle is 30°, the opposite side is 5 cm, and the hypotenuse is 10 cm. Which ratio confirms sin(30°)?
• FR: Dans un triangle rectangle, l'angle est de 30°, le côté opposé est de 5 cm et l'hypoténuse est de 10 cm. Quelle fraction confirme sin(30°)?
• Choices: A) 5/10 B) 10/5 C) 5/5 D) 10/10
• Hint: SOH means sin = opposite ÷ hypotenuse (e.g., sin(angle) = 3/5 when opposite = 3, hypotenuse = 5).
• Steps:
  • sin = opposite ÷ hypotenuse.
  • sin(30°) = 5 ÷ 10 = 5/10 = 0.5.
  • The ratio is 5/10.
• Answer: 5/10

[Medium] Graphing a Line

• EN: What is the y-intercept of the line y = −2x + 6?
• FR: Quelle est l'ordonnée à l'origine de la droite y = −2x + 6?
• Choices: A) −2 B) 2 C) 6 D) −6
• Hint: In y = mx + b, b is the y-intercept (where the line crosses the y-axis) (e.g., y = 4x − 3 has y-intercept −3).
• Steps:
  • The equation is y = mx + b.
  • Here, b = 6.
  • The y-intercept is 6.
• Answer: 6

[Hard] System of Equations

• EN: Solve the system: y = 2x + 1 and y = −x + 7. What is the value of x?
• FR: Résous le système : y = 2x + 1 et y = −x + 7. Quelle est la valeur de x?
• Choices: A) x = 1 B) x = 2 C) x = 3 D) x = 4
• Hint: Set the two expressions equal, then solve for x (e.g., 3x + 2 = −x + 10 → 4x = 8 → x = 2).
• Steps:
  • Set equal: 2x + 1 = −x + 7.
  • Add x to both sides: 3x + 1 = 7.
  • Subtract 1: 3x = 6, so x = 2.
• Answer: x = 2

[Hard] Trigonometry — Finding a Missing Side

• EN: In a right triangle, the angle is 45° and the adjacent side is 9 cm. Using trigonometry, what is the length of the opposite side (to the nearest whole centimetre)?
• FR: Dans un triangle rectangle, l'angle est de 45° et le côté adjacent mesure 9 cm. En utilisant la trigonométrie, quelle est la longueur du côté opposé (au centimètre entier le plus proche)?
• Choices: A) 6 cm B) 9 cm C) 12 cm D) 13 cm
• Hint: Use TOA: tan(angle) = opposite ÷ adjacent, so opposite = adjacent × tan(angle) (e.g., tan(30°) ≈ 0.577; if adjacent = 10, opposite ≈ 5.77 cm).
• Steps:
  • tan(45°) = 1.
  • Opposite = adjacent × tan(45°) = 9 × 1 = 9 cm.
  • The opposite side is 9 cm.
• Answer: 9 cm

[Easy] Factoring a Quadratic

• EN: Factor: x² + 5x + 6.
• FR: Factorise : x² + 5x + 6.
• Choices: A) (x + 1)(x + 6) B) (x + 2)(x + 3) C) (x + 3)(x + 2) D) (x − 2)(x − 3)
• Hint: Find two numbers that multiply to 6 and add to 5 (e.g., for x²+7x+12, find 3 and 4 since 3×4=12 and 3+4=7).
• Steps:
  • Find factors of 6 that add to 5: 2 and 3.
  • So x² + 5x + 6 = (x + 2)(x + 3).
  • Both (x+2)(x+3) and (x+3)(x+2) are the same — the standard form is (x + 2)(x + 3).
• Answer: (x + 2)(x + 3)

[Easy] Trigonometry — Finding an Angle

• EN: In a right triangle, the opposite side is 5 cm and the hypotenuse is 13 cm. Which trigonometric ratio would you use to find the angle?
• FR: Dans un triangle rectangle, le côté opposé est de 5 cm et l'hypoténuse est de 13 cm. Quelle fonction trigonométrique utiliseriez-vous pour trouver l'angle?
• Choices: A) cos B) tan C) sin D) cot
• Hint: SOH = sin uses opposite and hypotenuse (e.g., if you have opposite and hypotenuse, use sin).
• Steps:
  • We have opposite and hypotenuse.
  • SOH: sin = opposite ÷ hypotenuse.
  • Use sin.
• Answer: sin

[Easy] Systems of Equations — Substitution

• EN: Solve: y = x + 3 and x = 4. What is y?
• FR: Résous : y = x + 3 et x = 4. Combien vaut y?
• Choices: A) y = 3 B) y = 7 C) y = 1 D) y = 12
• Hint: Substitute the known value of x into the first equation (e.g., y = x + 5 and x = 2 → y = 7).
• Steps:
  • Substitute x = 4 into y = x + 3.
  • y = 4 + 3 = 7.
  • y = 7.
• Answer: y = 7

[Easy] Volume of a Cylinder

• EN: A cylindrical can has a radius of 3 cm and a height of 10 cm. What is its volume? (Use π ≈ 3.14.)
• FR: Une boîte cylindrique a un rayon de 3 cm et une hauteur de 10 cm. Quel est son volume? (Utilise π ≈ 3,14.)
• Choices: A) 94.2 cm³ B) 188.4 cm³ C) 282.6 cm³ D) 314 cm³
• Hint: Volume of a cylinder = π × r² × h (e.g., r=2, h=5: π×4×5=62.8 cm³).
• Steps:
  • V = π × r² × h = 3.14 × 9 × 10.
  • 3.14 × 9 = 28.26.
  • 28.26 × 10 = 282.6 cm³.
• Answer: 282.6 cm³

[Medium] Completing the Square

• EN: Complete the square: x² + 6x + ___ = (x + 3)². What number fills the blank?
• FR: Complète le carré : x² + 6x + ___ = (x + 3)². Quel nombre complète l'espace vide?
• Choices: A) 6 B) 9 C) 12 D) 36
• Hint: Take half the coefficient of x, then square it (e.g., x²+8x: half of 8 is 4, 4²=16, so add 16).
• Steps:
  • Coefficient of x is 6; half is 3.
  • 3² = 9.
  • x² + 6x + 9 = (x + 3)².
• Answer: 9

[Medium] Circle Geometry

• EN: A circle has a diameter of 14 cm. What is its circumference? (Use π ≈ 3.14.)
• FR: Un cercle a un diamètre de 14 cm. Quelle est sa circonférence? (Utilise π ≈ 3,14.)
• Choices: A) 21.98 cm B) 43.96 cm C) 87.92 cm D) 153.86 cm
• Hint: Circumference = π × d (e.g., diameter 10: C = 3.14 × 10 = 31.4 cm).
• Steps:
  • C = π × d = 3.14 × 14.
  • 3.14 × 14 = 43.96 cm.
  • The circumference is 43.96 cm.
• Answer: 43.96 cm

[Medium] Quadratic Equation — Factoring

• EN: Solve: x² − 7x + 10 = 0.
• FR: Résous : x² − 7x + 10 = 0.
• Choices: A) x = 2 and x = 5 B) x = 1 and x = 10 C) x = −2 and x = −5 D) x = 5 and x = 7
• Hint: Factor the quadratic, then set each factor equal to zero (e.g., x²−5x+6=0 → (x−2)(x−3)=0 → x=2 or x=3).
• Steps:
  • Factor: find two numbers that multiply to 10 and add to −7: −2 and −5.
  • (x − 2)(x − 5) = 0.
  • x = 2 and x = 5.
• Answer: x = 2 and x = 5

[Medium] Trigonometry — cos and tan

• EN: In a right triangle, the adjacent side is 12 cm and the hypotenuse is 13 cm. What is the length of the opposite side?
• FR: Dans un triangle rectangle, le côté adjacent est de 12 cm et l'hypoténuse est de 13 cm. Quelle est la longueur du côté opposé?
• Choices: A) 1 cm B) 5 cm C) 7 cm D) 25 cm
• Hint: Use the Pythagorean theorem: opposite² = hypotenuse² − adjacent² (e.g., hyp=10, adj=8: opp=√(100−64)=6).
• Steps:
  • opp² = 13² − 12² = 169 − 144 = 25.
  • opp = √25 = 5 cm.
  • The opposite side is 5 cm.
• Answer: 5 cm

[Hard] Solving Quadratic by Completing the Square

• EN: Solve by completing the square: x² + 4x − 5 = 0.
• FR: Résous en complétant le carré : x² + 4x − 5 = 0.
• Choices: A) x = 1 and x = −5 B) x = −1 and x = 5 C) x = 2 and x = −5 D) x = 1 and x = 5
• Hint: Move the constant, complete the square, then take the square root of both sides (e.g., x²+6x=7 → (x+3)²=16 → x+3=±4 → x=1 or x=−7).
• Steps:
  • x² + 4x = 5.
  • Add (4/2)² = 4: (x + 2)² = 9.
  • x + 2 = ±3; x = 1 or x = −5.
• Answer: x = 1 and x = −5

[Hard] Systems of Equations — Two Variables

• EN: Solve the system: 2x + y = 11 and x − y = 1. What is the solution (x, y)?
• FR: Résous le système : 2x + y = 11 et x − y = 1. Quelle est la solution (x, y)?
• Choices: A) (3, 5) B) (4, 3) C) (5, 1) D) (2, 7)
• Hint: Add the two equations to eliminate y (e.g., 3x+y=14 and x−y=2: add → 4x=16 → x=4; substitute to find y).
• Steps:
  • Add equations: (2x + y) + (x − y) = 11 + 1 → 3x = 12 → x = 4.
  • Substitute x = 4 into x − y = 1: 4 − y = 1 → y = 3.
  • Solution: (4, 3).
• Answer: (4, 3)

[Easy] Identifying Function Type

• EN: Which of the following is an exponential function?
• FR: Laquelle des fonctions suivantes est une fonction exponentielle?
• Choices: A) y = 3x + 2 B) y = x² − 4 C) y = 2ˣ D) y = x/3
• Hint: An exponential function has the variable in the exponent (e.g., y = 5ˣ is exponential).
• Steps:
  • Linear functions: variable to the 1st power (y = 3x + 2).
  • Quadratic: variable squared (y = x²).
  • Exponential: variable is the exponent (y = 2ˣ).
  • y = 2ˣ is exponential.
• Answer: y = 2ˣ

[Easy] Arithmetic Sequence

• EN: The first term of an arithmetic sequence is 7 and the common difference is 4. What is the 5th term?
• FR: Le premier terme d'une suite arithmétique est 7 et la raison est 4. Quel est le 5e terme?
• Choices: A) 21 B) 23 C) 27 D) 28
• Hint: Use tₙ = t₁ + (n − 1)d (e.g., t₁=3, d=5: t₄ = 3 + 3×5 = 18).
• Steps:
  • t₅ = 7 + (5 − 1) × 4.
  • t₅ = 7 + 16 = 23.
  • The 5th term is 23.
• Answer: 23

[Easy] Compound Interest — Basic

• EN: $500 is invested at an annual interest rate of 4%, compounded annually for 1 year. How much interest is earned?
• FR: 500 $ sont investis à un taux d'intérêt annuel de 4 %, composé annuellement pendant 1 an. Combien d'intérêts sont gagnés?
• Choices: A) $4 B) $16 C) $20 D) $40
• Hint: Interest = Principal × Rate (for 1 year, simple and compound give the same result: e.g., $300 × 5% = $15).
• Steps:
  • Interest = $500 × 0.04 = $20.
  • After 1 year, $20 interest is earned.
  • The answer is $20.
• Answer: $20

[Easy] Logarithm Introduction

• EN: What is log₂(8)?
• FR: Combien vaut log₂(8)?
• Choices: A) 2 B) 3 C) 4 D) 8
• Hint: log_b(x) = n means bⁿ = x (e.g., log₃(9) = 2 because 3² = 9).
• Steps:
  • Ask: 2 to what power equals 8?
  • 2³ = 8.
  • log₂(8) = 3.
• Answer: 3

[Medium] Geometric Sequence

• EN: A geometric sequence has first term 5 and common ratio 3. What is the sum of the first 4 terms?
• FR: Une suite géométrique a comme premier terme 5 et une raison de 3. Quelle est la somme des 4 premiers termes?
• Choices: A) 60 B) 200 C) 250 D) 405
• Hint: Sum = t₁ × (rⁿ − 1)/(r − 1) for r ≠ 1 (e.g., t₁=2, r=3, n=3: S = 2×(27−1)/2 = 26).
• Steps:
  • S₄ = 5 × (3⁴ − 1) ÷ (3 − 1).
  • 3⁴ = 81; 81 − 1 = 80; 80 ÷ 2 = 40.
  • S₄ = 5 × 40 = 200.
• Answer: 200

[Medium] Compound Interest — Multiple Years

• EN: $1000 is invested at 5% annual interest compounded annually for 2 years. What is the total amount at the end?
• FR: 1000 $ sont investis à un taux annuel de 5 %, composé annuellement pendant 2 ans. Quel est le montant total à la fin?
• Choices: A) $1050.00 B) $1100.00 C) $1102.50 D) $1105.00
• Hint: Use A = P(1 + r)ⁿ (e.g., $800 at 3% for 2 years: A = 800×1.03² = 800×1.0609 = $848.72).
• Steps:
  • A = 1000 × (1.05)².
  • (1.05)² = 1.1025.
  • A = $1000 × 1.1025 = $1102.50.
• Answer: $1102.50

[Medium] Trigonometric Identity

• EN: Which identity is always true?
• FR: Quelle identité est toujours vraie?
• Choices: A) sin²θ − cos²θ = 1 B) sin²θ + cos²θ = 1 C) sinθ + cosθ = 1 D) sin²θ × cos²θ = 1
• Hint: The Pythagorean identity relates sin² and cos² (e.g., if sinθ = 0.6 and cosθ = 0.8, then 0.36 + 0.64 = 1).
• Steps:
  • The fundamental Pythagorean identity states sin²θ + cos²θ = 1.
  • This holds for all values of θ.
  • The answer is sin²θ + cos²θ = 1.
• Answer: sin²θ + cos²θ = 1

[Medium] Quadratic Function — Vertex

• EN: Find the vertex of the parabola y = x² − 4x + 7.
• FR: Trouve le sommet de la parabole y = x² − 4x + 7.
• Choices: A) (2, 3) B) (4, 7) C) (−2, 3) D) (2, 7)
• Hint: The x-coordinate of the vertex is x = −b/(2a); substitute to find y (e.g., y=x²−6x+10: x=3, y=10−18+10=1, vertex (3,1)).
• Steps:
  • x = −(−4)/(2×1) = 4/2 = 2.
  • y = 4 − 8 + 7 = 3.
  • Vertex is (2, 3).
• Answer: (2, 3)

[Hard] Annuity Calculation

• EN: Lena saves $200 at the end of each month in an account earning 6% annual interest compounded monthly. What is the future value after 3 months? (Use FV = PMT × [(1+r)ⁿ − 1]/r, where r = 0.005.)
• FR: Lena épargne 200 $ à la fin de chaque mois dans un compte qui rapporte 6 % d'intérêt annuel composé mensuellement. Quelle est la valeur future après 3 mois? (Utilise FV = PMT × [(1+r)ⁿ − 1]/r, où r = 0,005.)
• Choices: A) $600.00 B) $601.50 C) $603.01 D) $609.00
• Hint: Substitute values: PMT=200, r=0.005, n=3 (e.g., PMT=100, r=0.01, n=2: FV=100×[(1.01)²−1]/0.01=100×0.0201/0.01=201).
• Steps:
  • (1.005)³ = 1.015075.
  • 1.015075 − 1 = 0.015075.
  • FV = 200 × (0.015075/0.005) = 200 × 3.015 = $603.01 (rounded).
• Answer: $603.01

[Hard] Logarithm — Solving Equations

• EN: Solve for x: 3ˣ = 81.
• FR: Résous pour x : 3ˣ = 81.
• Choices: A) x = 3 B) x = 4 C) x = 27 D) x = 9
• Hint: Write both sides as the same base or use logarithms (e.g., 2ˣ = 32 → 2ˣ = 2⁵ → x = 5).
• Steps:
  • Rewrite 81 as a power of 3: 81 = 3⁴.
  • So 3ˣ = 3⁴.
  • x = 4.
• Answer: x = 4

[Easy] Permutations

• EN: In how many ways can 4 students line up in a row?
• FR: De combien de façons 4 élèves peuvent-ils se mettre en rang?
• Choices: A) 4 B) 12 C) 16 D) 24
• Hint: Use n! (n factorial) for the number of arrangements of n items (e.g., 3! = 3×2×1 = 6 ways).
• Steps:
  • 4 students: 4! = 4 × 3 × 2 × 1.
  • = 24.
  • There are 24 ways.
• Answer: 24

[Easy] Combinations

• EN: How many ways can you choose 2 students from a group of 5?
• FR: De combien de façons peut-on choisir 2 élèves parmi un groupe de 5?
• Choices: A) 5 B) 10 C) 20 D) 25
• Hint: Use C(n,r) = n! ÷ (r! × (n−r)!) (e.g., C(4,2) = 4!/(2!×2!) = 6).
• Steps:
  • C(5,2) = 5! ÷ (2! × 3!).
  • = (5 × 4) ÷ (2 × 1) = 20 ÷ 2 = 10.
  • There are 10 ways.
• Answer: 10

[Easy] Derivative — Power Rule

• EN: Find the derivative of f(x) = x³.
• FR: Trouve la dérivée de f(x) = x³.
• Choices: A) 3x B) 3x² C) x² D) 3x⁴
• Hint: Power rule: if f(x) = xⁿ, then f'(x) = n·xⁿ⁻¹ (e.g., f(x) = x⁴ → f'(x) = 4x³).
• Steps:
  • Apply the power rule: bring down 3, reduce power by 1.
  • f'(x) = 3x².
  • The derivative is 3x².
• Answer: 3x²

[Easy] Polynomial Function — Degree

• EN: What is the degree of the polynomial 4x⁵ − 3x³ + 7x − 2?
• FR: Quel est le degré du polynôme 4x⁵ − 3x³ + 7x − 2?
• Choices: A) 2 B) 3 C) 4 D) 5
• Hint: The degree is the highest exponent of x in the polynomial (e.g., 6x⁴ − x² + 1 has degree 4).
• Steps:
  • Look for the highest exponent: 4x⁵ has exponent 5.
  • 5 is the highest power.
  • The degree is 5.
• Answer: 5

[Medium] Probability Distribution — Expected Value

• EN: A game pays $10 with probability 0.2 and $0 with probability 0.8. What is the expected value?
• FR: Un jeu rapporte 10 $ avec une probabilité de 0,2 et 0 $ avec une probabilité de 0,8. Quelle est la valeur espérée?
• Choices: A) $0 B) $2 C) $5 D) $8
• Hint: Expected value = Σ(value × probability) (e.g., $5×0.4 + $0×0.6 = $2).
• Steps:
  • E = (10 × 0.2) + (0 × 0.8).
  • E = 2 + 0 = 2.
  • The expected value is $2.
• Answer: $2

[Medium] Vector Addition

• EN: Vector a = (3, 4) and vector b = (1, −2). What is a + b?
• FR: Le vecteur a = (3, 4) et le vecteur b = (1, −2). Combien fait a + b?
• Choices: A) (2, 6) B) (4, 2) C) (3, 6) D) (4, 6)
• Hint: Add the corresponding components (e.g., (5,3) + (2,−1) = (7,2)).
• Steps:
  • x-components: 3 + 1 = 4.
  • y-components: 4 + (−2) = 2.
  • a + b = (4, 2).
• Answer: (4, 2)

[Medium] Rational Function — Asymptote

• EN: What is the vertical asymptote of f(x) = 1/(x − 5)?
• FR: Quelle est l'asymptote verticale de f(x) = 1/(x − 5)?
• Choices: A) x = 1 B) x = −5 C) x = 5 D) x = 0
• Hint: Set the denominator equal to zero and solve (e.g., f(x) = 1/(x+3): x + 3 = 0 → x = −3).
• Steps:
  • Set denominator = 0: x − 5 = 0.
  • x = 5.
  • The vertical asymptote is x = 5.
• Answer: x = 5

[Medium] Derivative — Rate of Change

• EN: If f(x) = 2x² + 3x, what is f'(x)?
• FR: Si f(x) = 2x² + 3x, combien vaut f'(x)?
• Choices: A) 2x + 3 B) 4x + 3 C) 4x − 3 D) 2x + 6
• Hint: Differentiate term by term using the power rule (e.g., f(x) = 5x² + 2x → f'(x) = 10x + 2).
• Steps:
  • Derivative of 2x²: 2 × 2x = 4x.
  • Derivative of 3x: 3.
  • f'(x) = 4x + 3.
• Answer: 4x + 3

[Hard] Combinations with Conditions

• EN: From a team of 6 boys and 4 girls, how many ways can a committee of 3 be chosen if it must include at least 1 girl?
• FR: Dans une équipe de 6 garçons et 4 filles, de combien de façons peut-on choisir un comité de 3 personnes s'il doit inclure au moins 1 fille?
• Choices: A) 100 B) 120 C) 150 D) 160
• Hint: Use total combinations minus committees with NO girls (e.g., C(8,3) − C(5,3) = 56−10=46 for 5 boys 3 girls, at least 1 girl).
• Steps:
  • Total ways to choose 3 from 10: C(10,3) = 120.
  • Ways with NO girls (all boys): C(6,3) = 20.
  • At least 1 girl: 120 − 20 = 100.
• Answer: 100

[Hard] Derivative Application — Instantaneous Rate

• EN: A ball's position is given by s(t) = 3t² − 4t + 1 (in metres, t in seconds). What is the instantaneous velocity at t = 3 seconds?
• FR: La position d'une balle est donnée par s(t) = 3t² − 4t + 1 (en mètres, t en secondes). Quelle est la vitesse instantanée à t = 3 secondes?
• Choices: A) 12 m/s B) 14 m/s C) 16 m/s D) 22 m/s
• Hint: Velocity = s'(t); differentiate s(t), then substitute the time value (e.g., s(t)=2t²+5t → s'(t)=4t+5; at t=2: 4(2)+5=13 m/s).
• Steps:
  • s'(t) = 6t − 4.
  • At t = 3: s'(3) = 6(3) − 4 = 18 − 4 = 14.
  • The instantaneous velocity is 14 m/s.
• Answer: 14 m/s