All SSAT Middle Level Math Resources
Example Questions
Example Question #31 : How To Subtract Fractions
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #32 : How To Subtract Fractions
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #33 : How To Subtract Fractions
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #34 : How To Subtract Fractions
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #791 : Isee Middle Level (Grades 7 8) Quantitative Reasoning
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #792 : Isee Middle Level (Grades 7 8) Quantitative Reasoning
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #511 : Fractions
A baker used of a package of sprinkles and of a package of icing when decorating a cake. How much more icing than sprinkles did the baker use?
The phrase, "how much more" tells as that we want to find the difference, so we subtract.
Example Question #642 : Number & Operations: Fractions
Select the fraction model that shows the difference of the following:
The fraction model is broken up into twelve pieces and two of the pieces are shaded in. The numerator of the fraction tells us how many pieces should be shaded in, and the denominator tells us how many pieces the whole should be split up into.
Example Question #151 : Fractions
Ben washed of the windows and Jen washed of them. How much more of the windows did Ben wash?
In order to solve this problem, we first need to make common denominators.
Now that we have common denominators, we can subtract the fractions. Remember, when we subtract fractions, the denominator stays the same, we only subtract the numerator.
Example Question #7 : Subtract Fractions With Unlike Denominators
Solve the following:
In order to solve this problem, we first have to find common denominators.
Now that we have common denominators, we can subtract the fractions. Remember, when we add and subtract fractions, we only add or subtract the numerator.
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