All ISEE Lower Level Quantitative Resources
Example Questions
Example Question #305 : Fractions
Matt lives of a mile away from his friend's house. He walked of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #41 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a
Brian lives of a mile away from his friend's house. He walked of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #2993 : Isee Lower Level (Grades 5 6) Quantitative Reasoning
Greg lives of a mile away from his friend's house. He walked of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #2994 : Isee Lower Level (Grades 5 6) Quantitative Reasoning
Dan lives of a mile away from his friend's house. He walked of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #42 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a
Tim lives of a mile away from his friend's house. He walked of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #1951 : Numbers And Operations
Zach lives of a mile away from his friend's house. He walked of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #2991 : Isee Lower Level (Grades 5 6) Quantitative Reasoning
Charlie lives of a mile away from his friend's house. He walked of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #2992 : Isee Lower Level (Grades 5 6) Quantitative Reasoning
Russell lives of a mile away from his friend's house. He walked of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #1954 : Numbers And Operations
Shaun lives of a mile away from his friend's house. He walked of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
Example Question #1955 : Numbers And Operations
T.J. lives of a mile away from his friend's house. He walked of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
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