Solved Exercises on Simple Problem Example in Grade 1

Master simple problem examples: basic money operations and problem-solving strategies through these 5 detailed exercises.

Problem Example Concepts & Strategies
📖 READ → THINK → PLAN → SOLVE → CHECK
Problem-Solving Steps
Key Definitions:

Problem Example: A sample math problem used to demonstrate how to solve similar problems

Simple Problem: A math problem with straightforward operations and clear steps

Money Problem: A problem involving coins, bills, and monetary transactions

Problem-Solving: The process of finding solutions to mathematical challenges

5-Step Problem Solving Method:
  1. Read Carefully: Understand what the problem is asking
  2. Think: Identify important information and what operation to use
  3. Plan: Decide how to solve the problem
  4. Solve: Carry out the calculation
  5. Check: Make sure the answer makes sense
Problem-Solving Workflow
1
READ
2
THINK
3
PLAN
4
SOLVE
5
CHECK
Tip 1: Always read the problem twice to make sure you understand it.
Tip 2: Circle or underline important numbers and words in the problem.
Tip 3: Draw pictures to help you visualize the problem.
Tip 4: Always check if your answer makes sense in real life.
Solution: Exercises 1 to 3
1 Basic Counting Example
Exercise 1
👧
Anna has 2 dimes and 3 pennies. How much money does Anna have?
Key Information:

Coins: 2 dimes, 3 pennies

Values: Dime = 10¢, Penny = 1¢

Operation: Addition (counting total)

Goal: Find total value of coins

Problem-Solving Steps:
  1. Read: Anna has 2 dimes and 3 pennies
  2. Think: Need to count the value of all coins
  3. Plan: Calculate value of dimes + value of pennies
  4. Solve: Add the amounts together
  5. Check: Does the answer make sense?
Step 1: Identify coin values

Dime = 10¢, Penny = 1¢

Step 2: Calculate each group

2 dimes = 2 × 10¢ = 20¢

3 pennies = 3 × 1¢ = 3¢

Step 3: Add all values

20¢ + 3¢ = 23¢

Step 4: Express in dollars

23¢ = $0.23

Anna has 23¢ or $0.23
Final answer:

Anna has 23¢ or $0.23

Applied rules:

• Multiplication: Number of coins × Value per coin

• Addition: Sum all coin values

• Verification: Answer is reasonable

2 Addition Problem Example
Exercise 2
👦
Ben has 15¢. His mom gives him 20¢ more. How much money does Ben have now?
Key Information:

Starting Amount: 15¢

Additional Amount: 20¢

Operation: Addition (combining amounts)

Goal: Find total amount after receiving more money

Step 1: Identify starting amount

Ben starts with: 15¢

Step 2: Identify additional amount

Ben receives: 20¢

Step 3: Set up addition

15¢ + 20¢ = ?

Step 4: Calculate total

15¢ + 20¢ = 35¢

Step 5: Express in dollars

35¢ = $0.35

Ben has 35¢ or $0.35 now
Final answer:

Ben has 35¢ or $0.35 now

Applied rules:

• Addition: When combining amounts

• Same Units: Both amounts in cents

• Total: Sum represents final amount

3 Making Change Example
Exercise 3
👧
Emma bought a candy bar for 25¢. She paid with 50¢. How much change should she get back?
Key Information:

Item Cost: 25¢

Payment: 50¢

Operation: Subtraction (payment - cost)

Goal: Find amount of change to receive

Step 1: Identify payment and cost

Payment: 50¢, Cost: 25¢

Step 2: Set up subtraction

50¢ - 25¢ = ?

Step 3: Calculate change

50¢ - 25¢ = 25¢

Step 4: Express in dollars

25¢ = $0.25

Emma should get 25¢ or $0.25 change
Final answer:

Emma should get 25¢ or $0.25 change

Applied rules:

• Subtraction: Payment - Cost = Change

• Verification: Change + Cost = Payment (25¢ + 25¢ = 50¢ ✓)

• Logical Check: Change should be less than payment

Solution: Exercises 4 to 5
4 Comparison Problem Example
Exercise 4
👦
Tom has 40¢.
👧
Sarah has 30¢. How much more money does Tom have than Sarah?
Key Information:

Tom's Money: 40¢

Sarah's Money: 30¢

Question: How much more? (difference)

Operation: Subtraction (finding difference)

Goal: Find the difference between amounts

Step 1: Compare the amounts

Tom: 40¢, Sarah: 30¢

40¢ > 30¢

Step 2: Calculate the difference

40¢ - 30¢ = 10¢

Step 3: Answer the question

Tom has 10¢ more than Sarah

Step 4: Express in dollars

10¢ = $0.10

Tom has 10¢ more than Sarah
Final answer:

Tom has 10¢ more than Sarah

Applied rules:

• Comparison: Compare values to determine greater amount

• Subtraction: Find difference between amounts

• Same Units: Both amounts in cents

5 Multi-Step Problem Example
Exercise 5
👧
Lisa started with 60¢. She spent 25¢ on stickers. Then her dad gave her 15¢. How much money does Lisa have now?
Key Information:

Starting Amount: 60¢

Amount Spent: 25¢

Amount Received: 15¢

Operations: Subtraction then addition in sequence

Goal: Find final amount after all transactions

Step 1: Start with initial amount

Lisa starts with: 60¢

Step 2: Subtract amount spent

60¢ - 25¢ = 35¢

Step 3: Add amount received

35¢ + 15¢ = 50¢

Step 4: Express in dollars

50¢ = $0.50

Lisa has 50¢ or $0.50 now
Final answer:

Lisa has 50¢ or $0.50 now

Applied rules:

• Sequential Operations: Follow events in chronological order

• Multi-step: Perform operations one at a time

• Verification: Check that final amount is reasonable

Questions & Answers

Question: Sometimes I get confused when adding money. How can I make sure I add correctly?

Answer: Here are helpful addition strategies for money:

  1. Count by Groups: Count quarters by 25s, dimes by 10s, nickels by 5s, pennies by 1s
  2. Make Tens: Look for combinations that make 10¢ (like 7¢ + 3¢)
  3. Use Place Value: Separate tens and ones when adding larger amounts
  4. Check Your Work: Count the same coins again to verify
  5. Use Actual Coins: Physically count real coins to see the amounts

Example: Adding 35¢ + 27¢
Break it down: 30¢ + 5¢ + 20¢ + 7¢
Add tens: 30¢ + 20¢ = 50¢
Add ones: 5¢ + 7¢ = 12¢
Total: 50¢ + 12¢ = 62¢

Question: My child often mixes up the values of different coins. How can I help them remember?

Answer: Here are strategies to help remember coin values:

  • Memory Aids: "Dime is ten" - connect the first letter to the value
  • Physical Comparison: Have your child hold each coin and notice differences
  • Practice Sorting: Sort mixed coins by type and count how many of each
  • Real-Life Context: Use actual coins in daily activities to build familiarity
  • Pattern Recognition: Notice that the dime is small but worth more than a nickel

Create a "coin identification game" where you show a coin and ask for its value, rewarding correct answers.

Question: How do I help students understand when to add versus subtract in money problems?

Answer: Here are effective teaching strategies:

  • Keyword Identification:
    • Addition: "total", "altogether", "in all", "more", "combined", "received"
    • Subtraction: "left", "remaining", "change", "less", "spent", "difference"
  • Action-Based Understanding: Getting money = addition, giving/spending money = subtraction
  • Story Context: Relate problems to familiar situations like shopping or saving
  • Visual Representation: Draw circles for coins received, cross out coins spent
  • Practice Patterns: Group similar problems together to recognize patterns

Create anchor charts with operation keywords and provide plenty of practice with immediate feedback.