Learning Outcome/Standard
Solves complex daily life problems 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 orders 8 boxes of notebooks with 36 notebooks in each box. It gives 75 notebooks to Grade 5 and 68 to Grade 4, then shares the rest equally among 5 classrooms. How many notebooks does each classroom get?
A family buys 3 kg of apples at ₹80 per kg and 2 kg of oranges at ₹60 per kg. They also buy bread for ₹45 and pay ₹500. How much change do they get?
A 15 m roll of ribbon is used to make 6 decorations, each needing 125 cm, and 4 cards, each needing 75 cm. How many centimetres of ribbon are left?
A bakery makes 9 trays of 24 buns each. It sells 85 buns in the morning and 67 in the afternoon. The remaining buns are packed equally into 4 baskets. How many buns go in each basket?
A shop has 240 kg of rice. It sells 65 kg on Monday and 55 kg on Tuesday. The remaining rice is packed into bags of 10 kg each. How many bags are filled?
Teachers: You can replace these with any words from your current lesson -- Phonics, sight words, GK terms, EVS vocabulary or math word problems.
