All ISEE Lower Level Quantitative Resources
Example Questions
Example Question #3001 : 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 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 #321 : Number & Operations With Fractions
Chris 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 #322 : Fractions
Todd 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 #323 : Fractions
Austin 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 #322 : Number & Operations With Fractions
Dylan 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 #325 : Fractions
Gerry 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 #1961 : Numbers And Operations
Julia lives of a mile away from her friend's house. She walked of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?
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 her friends house she stopped.
We know that her friend lives of a mile away from her 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 #1962 : Numbers And Operations
Jessie lives of a mile away from her friend's house. She walked of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?
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 her friends house she stopped.
We know that her friend lives of a mile away from her 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 #1963 : Numbers And Operations
Erica lives of a mile away from her friend's house. She walked of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?
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 her friends house she stopped.
We know that her friend lives of a mile away from her 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 #1964 : Numbers And Operations
Olivia lives of a mile away from her friend's house. She walked of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?
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 her friends house she stopped.
We know that her friend lives of a mile away from her 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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