teaching resource

Word Problem Worksheets - Year 5 and Year 6

Updated: 20 Jul 2019

4 mixed operations word problem worksheets with answers.

Non-Editable: PDF
Pages: 8 Pages
Years: 5 - 6

Curriculum

VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5N07

Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>
VC2M5N09

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li> <li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li> <li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li> <li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li> </ul>
VC2M6N09

Use mathematical modelling to solve practical problems involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and using efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made <ul> <li>modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation, for example, purchasing items during a sale</li> <li>modelling situations involving earning money and budgeting, asking questions such as ‘Can I afford it?’, ‘Do I need it?’ and ‘How much do I need to save for it?’ and developing a savings plan or budget for an upcoming event or personal purchase</li> <li>modelling and solving the problem of creating a budget for a class excursion or family holiday, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals</li> </ul>

teaching resource

Word Problem Worksheets - Year 5 and Year 6

Updated: 20 Jul 2019

4 mixed operations word problem worksheets with answers.

Non-Editable: PDF
Pages: 8 Pages
Years: 5 - 6

4 mixed operations word problem worksheets with answers.

Worksheets included in this mixed operations word problem pack include:

money
time
number
length.

Answer sheets with suggested working are also included.

Curriculum

VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5N07

Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>
VC2M5N09

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li> <li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li> <li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li> <li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li> </ul>
VC2M6N09

Use mathematical modelling to solve practical problems involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and using efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made <ul> <li>modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation, for example, purchasing items during a sale</li> <li>modelling situations involving earning money and budgeting, asking questions such as ‘Can I afford it?’, ‘Do I need it?’ and ‘How much do I need to save for it?’ and developing a savings plan or budget for an upcoming event or personal purchase</li> <li>modelling and solving the problem of creating a budget for a class excursion or family holiday, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals</li> </ul>

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6 Comments

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Vivia Corporelle · 6 years ago

Hi, I'm unable to find the answers.
- Kristian · 6 years ago
  
  Hi Vivia, The final four pages of the PDF are the answer sheets. If there is anything else I can assist you with, please don't hesitate to contact me.
Lauren Alderman · 8 years ago

I just want to log an error in the Length questions. On the question sheet, the first question gives a time of 5 hours and 52 minutes. This makes part b quite difficult as the students are trying to divide 352 minutes by 50 km. In the answer sheet however, the time given is 5 hours and 50 minutes which is a whole lot easier to divide by 50.
- Jill (Teach Starter) · 8 years ago
  
  Hi Lauren, Thank you very much for bringing this error to our attention. We have updated the question sheet to reflect the 5 hours and 50 minutes that is on the answer sheet. My apologies for any inconvenience caused and thank you again for letting us know. Kind regards Jill