Learning Outcome/Standard
Creates and solves real-life problems including money, length, mass and capacity using the four operations.
Curriculum Goal/Conceptual Understanding
CG-4: Develops problem-solving skills with procedural fluency to solve mathematical puzzles as well as daily-life problems, and as a step towards developing computational thinking
Skill/Competency/Standard
C-4.1: Solves puzzles and daily-life problems involving one or more operations on whole numbers (including word puzzles and puzzles from 'recreational' areas, such as the construction of magic squares)
Bloom's Taxonomy Level COGNITIVE TAG
Gestures and Input Types
How students physically interact with this game.
Sample Questions
Examples of questions in this game. Teachers can add their own topic-specific questions.
A school has 5 boxes of pencils with 24 pencils in each box. It gives 28 pencils to one class and 17 to another. The remaining pencils are shared equally among 3 groups. How many pencils does each group get?
A family buys 3 notebooks for ₹45 each and 2 pens for ₹18 each. They pay ₹200. How much change do they get?
A rope is 9 m long. Meera cuts off 125 cm, 175 cm, and then 100 cm. How many centimetres of rope remain?
A bakery makes 6 trays of cookies with 24 cookies on each tray. It sells 35 cookies in the morning and 29 in the afternoon. The rest are packed equally into 4 boxes. How many cookies go in each box?
A shop has 84 kg of rice packed equally into 7 bags. A customer buys 3 bags, and the shop then receives 12 kg more rice. How many kilograms of rice does the shop have now?
Teachers: You can replace these with any words from your current lesson -- Phonics, sight words, GK terms, EVS vocabulary or math word problems.
