All concepts combined
Primary 5 Four Operations of Fractions study guide: the whole chapter, step by step
About this subtopic
This mixed practice stop brings together 8 topics from Primary 5 Four Operations of Fractions: Mixed numbers, plus and minus, Multiplying fractions, A mixed number by a whole, A fraction of a set, Fraction of the remainder, Equal fractions, two wholes, Two kinds and what is left, Working backwards. Nothing on the question says which topic it comes from, so choosing the method is part of the skill.
Practice questions with worked solutions
Question 1 is free to try. The other 7 open in the free trial, each with its full working.
Basic
Print this subtopic · included with a plan
7 more questions, each with its full working.Answers checked, progress kept, wrong ones come back in revision. No card needed.
Start the 7-day free trialQuestion 1 of 8 · Basic · free to try3/8 of the chairs in a hall is 90. All the chairs are then counted. 5/6 of…3/8 of the chairs in a hall is…
3/8 of the chairs in a hall is 90. All the chairs are then counted. 5/6 of them are put out for a concert and 1/4 of the remaining chairs are stacked. How many chairs are stacked?
Show the working and the answer
Working
- 3 units = 90 chairs
- 1 unit = 90 ÷ 3 = 30 chairs
- 8 units = 8 × 30 = 240 chairs
- fraction left after the concert = 1 − 5/6 = 1/6
- chairs left after the concert = 1/6 × 240 = 40 chairs
- stacked chairs = 1/4 × 40 = 10 chairs
Answer: 10 chairs
For parents
How should my child tackle P5 fractions mixed practice?
These questions join the methods of the Four Operations of Fractions chapter.
What your child learns here
These questions join the methods of the Four Operations of Fractions chapter. A fraction of a remainder, two equal fractions of different wholes, or a fraction worked backwards gives one count or amount, and the question then asks for something new with it: a length of ribbon in mixed numbers, the number of girls in a choir, or the cost of a television. Your child has to recognise which fraction method opens the question.
- A fraction of the remainder is a fraction of what is left, so find the remainder before taking the second fraction.
- When a fraction of one whole equals a fraction of another, draw both as units of the same size.
- Working backwards undoes each step in reverse order, with a fixed number added back before a fraction is undone.
- Multiplying a count by a mixed number gives a total length or mass in mixed numbers.
- Write the answer to each part with its label, so the second part starts from the right number.
Does the answer make sense?
In Question 1, 90 chairs are 3/8 of the hall, so 1/8 is 30 and the hall has 240 chairs. 5/6 of 240 is 200 put out, leaving 40, and 1/4 of those 40 is 10 stacked. The stacked chairs must be fewer than the 40 remaining, and 10 is.
How to practise these questions
Question 1, free to everyone, is the one Basic question: 3/8 of the chairs in a hall is 90, and your child finds the whole, then a fraction of the remainder. The other seven are Intermediate. Three take a fraction of a remainder and then multiply by a mixed number or find a fraction of the whole: roses tied with ribbon, kaya and coconut buns, and teak planks laid end to end. Two set a fraction of one whole equal to a fraction of another, for two choirs and two rolls of canvas. Two work backwards, from the packets of crackers left on a shelf and from prize money spent on a bicycle and a television. Ask your child to say which whole each fraction is of before drawing a bar.
Questions parents ask
How does my child know which fraction method a question needs? Look at what each fraction is of. Of the remainder means the fraction method for remainders; equal to a fraction of another group means equal units; a number left at the end with the start unknown means working backwards.
Why are mixed numbers in a fraction word problem? Several questions finish by multiplying a count by a mixed number, such as 27 roses each tied with 1 3/4 m of ribbon. That is the Primary 5 outcome on multiplying a mixed number and a whole number.
Does the bar model still help here? Yes, for the first step. A bar shows what each fraction is of and keeps the remainder visible. The second step is often a short calculation once the count is known.