Elementary School Math Quiz: Addition And Subtraction Properties
20 questions · exam conditions
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Addition And Subtraction PropertiesQuestion 1 of 20

Maria knows that 4+5=94 + 5 = 9. She needs to solve 5+45 + 4 but forgot the answer. What is the best way for Maria to find 5+45 + 4 without counting?

She should know that 5+4=95 + 4 = 9 because addition works the same when numbers switch places
She should count on her fingers starting from 5 and adding 4 more to get the answer
She should subtract 1 from 9 to get 8 because the numbers are in different order
She should add 1 to 9 to get 10 because 5 is bigger than 4 in this problem
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Elementary School Math Quiz

Elementary School Math Quiz: Addition And Subtraction Properties

Practice Addition And Subtraction Properties in Elementary School Math with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Addition And Subtraction Properties, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Math.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Maria knows that 4+5=94 + 5 = 9. She needs to solve 5+45 + 4 but forgot the answer. What is the best way for Maria to find 5+45 + 4 without counting?

  1. She should know that 5+4=95 + 4 = 9 because addition works the same when numbers switch places (correct answer)
  2. She should count on her fingers starting from 5 and adding 4 more to get the answer
  3. She should subtract 1 from 9 to get 8 because the numbers are in different order
  4. She should add 1 to 9 to get 10 because 5 is bigger than 4 in this problem
Explanation: This tests the commutative property of addition. Since Maria knows 4 + 5 = 9, she can use the fact that addition gives the same result regardless of order, so 5 + 4 = 9. Choice A correctly identifies this strategy. Choice B suggests counting, which doesn't use the known fact. Choices C and D incorrectly assume the order change affects the sum by adding or subtracting 1.

Question 2

Complete using grouping: (6+4)+5=6+(4+ ).

  1. 4
  2. 5 (correct answer)
  3. 6
  4. 9
Explanation: This question is testing the associative property of addition — a rule that says when you're adding three numbers, it doesn't matter how you group them with parentheses. The sum stays the same! The parentheses just tell you which two numbers to add together first. Look carefully at both sides of the equation. On the left, you have (6+4)+5. On the right, you have 6+(4+ ). Notice that the same three numbers appear: 6, 4, and 5. Only the grouping has moved. The 6 stayed in its spot, the 4 stayed in its spot, so the number that must go in the blank is the leftover number — 5. To check: the left side gives 10+5=15, and the right side gives 6+(4+5)=6+9=15. Both equal 15, so the grouping didn't change the answer. Now let's see why the other choices don't fit. Choosing 4 repeats a number that's already sitting outside the blank, which would leave the 5 missing entirely. Choosing 6 pulls the 6 into the wrong place — it already belongs at the front of the right side. Choosing 9 is a trap: 9 is the sum of 4+5, not one of the original numbers you're regrouping; you're asked to fill in a single addend, not the total. A helpful tip: when you see the same numbers on both sides with parentheses moved, just match up the numbers you can already see, and the blank is always the "missing" one from the set.

Question 3

Which is easier using the commutative property: 2+92+9 or 9+29+2?

  1. 2+92+9
  2. 9+29+2 (correct answer)
  3. They are equally easy
  4. Neither is easier
Explanation: Starting with the larger number, 9, and adding 2 more is easier to count on from, so 9+29+2 is the easier way to think about it. 2+92+9 starts with the smaller number, which takes more counting steps. Saying they are equally easy ignores that starting with the bigger number makes counting on simpler. Saying neither is easier avoids answering the question directly. 9+29+2 is the more efficient way to add these two numbers.

Question 4

Look: 3+7=103+7=10 and 7+3=107+3=10. Why are they the same?

  1. Because order doesn't matter when adding (correct answer)
  2. Because you always subtract
  3. Because bigger numbers change the sum
  4. Because 3+73+7 is different from 7+37+3
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that the order of numbers doesn't matter when adding: a + b = b + a. For example, if we know that 3 + 7 = 10, we also know that 7 + 3 = 10 without recalculating, which helps in mental math. The problem shows 3 + 7 = 10 and 7 + 3 = 10, asking why they are the same. Choice A is correct because the commutative property explains that order doesn't matter when adding, so the sums are equal. Choice D is a common error where students think reversing the order changes the sum, this happens because properties are abstract and students need extensive experience with examples. To help students: Provide many concrete examples showing both orders give same answer; use physical objects to demonstrate commutative property (count group A then B, or B then A—same total); practice with equations side by side (3+7=10, 7+3=10); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative; connect properties to efficient mental math strategies.

Question 5

If 9+4=139+4=13, what is 4+94+9 using the commutative property?

  1. 13 (correct answer)
  2. 5
  3. 9
  4. 12
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that the order of numbers doesn't matter when adding: a + b = b + a. For example, if we know that 9 + 4 = 13, we also know that 4 + 9 = 13 without recalculating, which helps in choosing an easier order like starting with the larger number. The problem gives 9 + 4 = 13 and asks for the value of 4 + 9 using the commutative property. Choice A is correct because the commutative property tells us 4 + 9 gives the same sum as 9 + 4, which is 13. Choice D is a common error where students don't understand that order doesn't affect the sum and might subtract or miscalculate, which happens because properties are abstract concepts and students need extensive experience with many examples. To help students: Provide many concrete examples showing both orders give the same answer; use physical objects to demonstrate the commutative property (count group A then B, or B then A—same total); practice with equations side by side (9+4=13, 4+9=13); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative; connect properties to efficient mental math strategies.

Question 6

Look: 6+4=106+4=10 and 4+6=104+6=10. Which property is shown?​

  1. Order doesn't matter when adding (correct answer)
  2. You must add left to right only
  3. Adding in a new order changes the sum
  4. You should subtract to check
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that order doesn't matter when adding two numbers: a + b = b + a. For example, if we know that 6 + 4 = 10, we also know that 4 + 6 = 10 without having to calculate again. This is useful because we can choose to add in the easier order, like starting with the larger number. The problem shows 6 + 4 = 10 and 4 + 6 = 10 and asks which property is shown. Choice A is correct because the commutative property tells us order doesn't matter when adding, demonstrating that both equations equal 10. Choice C is a common error where students don't recognize that grouping two numbers that make 10 is easier and instead think order changes the sum; this happens because the connection between property and strategy isn't automatic. To help students: Provide many concrete examples showing both orders/groupings give same answer; use physical objects to demonstrate commutative property (count group A then B, or B then A—same total); explicitly teach making-10 pairs and how to use them with associative property; practice with equations side by side (8+3=11, 3+8=11); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative, 'we can make 10 first' for associative; connect properties to efficient mental math strategies; practice identifying pairs that make 10 in three-number problems.

Question 7

If 9+4=139 + 4 = 13, then what does 13−413 - 4 equal, and why?

  1. 13−4=813 - 4 = 8 because you subtract 1 more than you added originally
  2. 13−4=413 - 4 = 4 because 4 appears in both the addition and subtraction
  3. 13−4=913 - 4 = 9 because subtraction undoes addition with the same numbers (correct answer)
  4. 13−4=1013 - 4 = 10 because you take away 4 from the sum and get close to 9
Explanation: When you see addition and subtraction problems using the same numbers, you're working with fact families - number relationships that help you solve problems quickly. Let's think about what happens step by step. You start with 9, add 4, and get 13. Now when you subtract 4 from 13, you're taking away the exact same amount you just added. This brings you right back to where you started: 9. Addition and subtraction are opposite operations, so when you use the same numbers, one undoes the other. Think of it like walking 4 steps forward, then 4 steps backward - you end up exactly where you began. Choice A is incorrect because 13−4=913 - 4 = 9, not 8. The reasoning about "subtracting 1 more" doesn't make sense - you're subtracting the exact same amount (4) that you originally added. Choice B gives the wrong answer of 4. While it's true that 4 appears in both problems, that doesn't mean 4 is the answer to the subtraction. Choice D is incorrect because 13−4=913 - 4 = 9, not 10. The phrase "close to 9" should be a red flag - in math, we need exact answers, not approximations. Choice C correctly identifies that 13−4=913 - 4 = 9 and explains why: subtraction undoes addition when you use the same numbers. Remember this fact family pattern: if a+b=ca + b = c, then c−b=ac - b = a. Learning these number relationships will make addition and subtraction much faster and easier.

Question 8

To add 2+6+42+6+4, which two should you add first to make 1010?

  1. 2 and 6
  2. 6 and 4 (correct answer)
  3. 2 and 4
  4. 2, 6, and 4
Explanation: Adding 6 and 4 first makes 10, which makes the rest of the problem easier to finish. 2 and 6 make 8, not 10, so that pair doesn't help make a ten first. 2 and 4 make 6, not 10, so that pair doesn't help either. Adding all three numbers at once skips the strategy of making a ten first. Only 6 and 4 combine to make exactly 10.

Question 9

If 8+3=118+3=11, what is 3+83+8?

  1. 9
  2. 11 (correct answer)
  3. 5
  4. 8
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that the order of numbers doesn't matter when adding: a + b = b + a. For example, if we know that 8 + 3 = 11, we also know that 3 + 8 = 11 without recalculating, which helps in choosing an easier order like starting with the larger number. The problem gives 8 + 3 = 11 and asks for the value of 3 + 8, noting that order doesn't change the sum. Choice B is correct because the commutative property tells us 3 + 8 gives the same sum as 8 + 3, which is 11. Choice A is a common error where students might add incorrectly or think reversing order increases the sum, often because properties are abstract and need concrete examples to understand. To help students: Provide many concrete examples showing both orders give the same answer; use physical objects to demonstrate the commutative property (count group A then B, or B then A—same total); practice with equations side by side (8+3=11, 3+8=11); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative; connect properties to efficient mental math strategies.

Question 10

To add 8+2+58+2+5, which grouping makes 10 first?

  1. 8+(2+5)8+(2+5)
  2. (8+2)+5(8+2)+5 (correct answer)
  3. (8+5)+2(8+5)+2
  4. 8+2+5=8+28+2+5=8+2
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The associative property of addition means that when adding three numbers, we can group them in different ways and get the same answer: (a + b) + c = a + (b + c). This is especially useful for making 10: in 8 + 2 + 5, we can group 8 + 2 first to make 10, then add 5 to get 15. The problem asks which grouping for 8 + 2 + 5 makes 10 first. Choice B is correct because grouping (8 + 2) + 5 gives 10 + 5 = 15, making the calculation easier. Choice A is a common error where students don't recognize that grouping two numbers that make 10 is easier, this happens because making 10 strategy must be explicitly taught. To help students: Provide many concrete examples showing both groupings give same answer; explicitly teach making-10 pairs and how to use them with associative property; use physical objects to demonstrate; practice identifying pairs that make 10 in three-number problems; use visual models like ten-frames; emphasize 'we can make 10 first' for associative; connect properties to efficient mental math strategies.

Question 11

What is true about 4+74+7 and 7+47+4?

  1. They have the same sum because order doesn't matter (correct answer)
  2. Adding backward means subtracting
  3. The sums are different because 77 is bigger than 44
  4. The sum changes when you switch the numbers around
Explanation: 4+74+7 and 7+47+4 have the same sum because changing the order of the numbers being added doesn't change the total. Saying adding backward means subtracting confuses two completely different operations. Saying the sums are different because 7 is bigger than 4 mistakenly assumes size affects the outcome of reordering. Saying the sum changes when you switch the numbers is incorrect, since both expressions equal 11. Order doesn't matter when adding, so both expressions have the same sum.

Question 12

If 9+4=139+4=13, what is 4+94+9?

  1. 13 (correct answer)
  2. 5
  3. 9
  4. 15
Explanation: Switching the order of 9 and 4 doesn't change the sum, so 4+94+9 still equals 13. 5 is far too small to be the sum of these two numbers. 9 repeats one of the addends instead of finding the total. 15 is two more than the correct sum. Only 13 correctly matches the sum given for 9+49+4.

Question 13

Which way is easier to add: 2+92+9 or 9+29+2?

  1. 2+92+9
  2. 9+29+2 (correct answer)
  3. They are different answers.
  4. You cannot change the order.
Explanation: Starting with the larger number, 9, and adding 2 more is easier to count on from, so 9+29+2 is the easier way. 2+92+9 starts with the smaller number, which takes more counting steps. Saying they are different answers is incorrect, since both expressions equal the same sum. Saying you cannot change the order is incorrect, since addition allows the order to switch. 9+29+2 is the more efficient way to add these two numbers.

Question 14

Complete using commutative property: 7+5=12. So 5+7=  .

  1. 10
  2. 11
  3. 12 (correct answer)
  4. 13
Explanation: When you see a question about the commutative property of addition, remember this special rule: you can swap the order of the numbers you're adding, and the total stays exactly the same. Think of it like this — if you have 7 apples and add 5 more, or you have 5 apples and add 7 more, either way you end up with the same pile of apples! So since you already know that 7+5=12, you can flip the numbers around to get 5+7, and the answer must still be 12. That's why 12 is correct — swapping the order never changes the sum. Now let's look at why the other choices don't work. The answer 10 is what you'd get if you added 5+5, but that's not our problem — we need a 7 and a 5. The answer 11 is one too few; you might land here if you accidentally counted 7 and 4, or lost a number while counting. The answer 13 is one too many, which can happen if you count a number twice while adding on your fingers. Only 12 keeps the sum the same after the swap. Here's a tip to remember: whenever you see two addition problems with the same two numbers in a different order, don't recalculate — the answer is always identical. Spotting that "flip" instantly saves you time and helps you avoid counting mistakes.

Question 15

If 8+3=118+3=11, what is 3+83+8 (order doesn't change the sum)?

  1. 5
  2. 8
  3. 11 (correct answer)
  4. 9
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that order doesn't matter when adding two numbers: a + b = b + a. For example, if we know that 8 + 3 = 11, we also know that 3 + 8 = 11 without having to calculate again. This is useful because we can choose to add in the easier order, like starting with the larger number. The problem shows the equation 8 + 3 = 11 and asks for 3 + 8. Choice C is correct because the commutative property tells us 3 + 8 gives the same sum as 8 + 3, which is 11. Choice A is a common error where students think reversing the order changes the sum, perhaps by subtracting instead of adding when order is reversed; this happens because properties are abstract concepts and students need extensive experience with many examples. To help students: Provide many concrete examples showing both orders give same answer; use physical objects to demonstrate commutative property (count group A then B, or B then A—same total); explicitly teach making-10 pairs and how to use them with associative property; practice with equations side by side (8+3=11, 3+8=11); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative, 'we can make 10 first' for associative; connect properties to efficient mental math strategies; practice identifying pairs that make 10 in three-number problems.

Question 16

To add 2+6+42+6+4, which two should you add first to make 10?

  1. 2 and 6
  2. 2 and 4
  3. 6 and 4 (correct answer)
  4. 6 and 2
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The associative property of addition means that when adding three numbers, we can group them in different ways and get the same answer: (a + b) + c = a + (b + c). This is especially useful for making 10: in 2 + 6 + 4, we can group 6 + 4 first to make 10, then add 2 to get 12. Choosing the right grouping makes computation much easier. The problem asks which two to add first to make 10 in 2 + 6 + 4. Choice C is correct because grouping 6 and 4 first gives 10, and 10 + 2 = 12, making the calculation easier. Choice B is a common error where students don't recognize that grouping two numbers that make 10 is easier, perhaps choosing two smaller numbers instead. This happens because the making 10 strategy must be explicitly taught. To help students: Provide many concrete examples showing both groupings give same answer; use physical objects to demonstrate; explicitly teach making-10 pairs and how to use them with associative property; practice with equations side by side; use visual models like ten-frames; emphasize 'we can make 10 first' for associative; connect properties to efficient mental math strategies; practice identifying pairs that make 10 in three-number problems.

Question 17

Look: 6+4=106+4=10 and 4+6=104+6=10. Which property is shown?

  1. Order doesn't matter when adding (correct answer)
  2. You must subtract to switch numbers
  3. The sum changes when you switch numbers
  4. You can only add the bigger number
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that order doesn't matter when adding two numbers: a + b = b + a. For example, if we know that 6 + 4 = 10, we also know that 4 + 6 = 10 without having to calculate again. This is useful because we can choose to add in the easier order, like starting with the larger number. The problem shows 6 + 4 = 10 and 4 + 6 = 10 and asks which property is shown. Choice A is correct because the commutative property tells us order doesn't matter when adding, demonstrating that switching the numbers gives the same sum. Choice C is a common error where students think the sum changes when you switch numbers, perhaps confusing addition with subtraction. This happens because properties are abstract concepts and students need extensive experience with many examples. To help students: Provide many concrete examples showing both orders give same answer; use physical objects to demonstrate commutative property (count group A then B, or B then A—same total); practice with equations side by side (6+4=10, 4+6=10); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative; connect properties to efficient mental math strategies.

Question 18

To add 4+7+34+7+3, which way uses commutative then associative to make 10?

  1. (4+7)+3=11+3(4+7)+3=11+3
  2. 4+(7+3)=4+94+(7+3)=4+9
  3. 7+3+4=(7+3)+47+3+4=(7+3)+4 (correct answer)
  4. 4+7+3=(4+3)+74+7+3=(4+3)+7
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property allows reordering, and associative property allows regrouping: together, they help in making 10, like reordering to group friendly numbers. For example, in 4+7+34 + 7 + 3, we can reorder to 7+3+47 + 3 + 4 using commutative, then group (7+3)+4=10+4=14(7 + 3) + 4 = 10 + 4 = 14 using associative. The problem asks which way to add 4+7+34 + 7 + 3 uses commutative then associative to make 10. Choice C is correct because it reorders to 7+3+47 + 3 + 4 using commutative, then groups (7+3)+4(7 + 3) + 4 to make 10+4=1410 + 4 = 14. Choice B is a common error where students use associative without commutative, missing the reordering step, this happens because the connection between properties and strategy isn't automatic. To help students: Provide many concrete examples showing reordering and regrouping; explicitly teach combining commutative and associative for making 10; use physical objects to demonstrate; practice identifying pairs that make 10; use visual models like ten-frames; emphasize reordering then grouping; connect properties to efficient mental math strategies.

Question 19

If 9+4=139+4=13, what is 4+94+9 (same sum)?

  1. 17
  2. 5
  3. 13 (correct answer)
  4. 9
Explanation: This question tests 1st grade understanding of properties of operations as addition strategies (CCSS.1.OA.3). The commutative property of addition means that order doesn't matter when adding two numbers: a + b = b + a. For example, if we know that 9 + 4 = 13, we also know that 4 + 9 = 13 without having to calculate again. This is useful because we can choose to add in the easier order, like starting with the larger number. The problem gives 9 + 4 = 13 and asks for 4 + 9, noting same sum. Choice C is correct because the commutative property tells us 4 + 9 gives the same sum as 9 + 4, which is 13. Choice A is a common error where students might think reversing order changes the sum or make a calculation error, often because they don't recognize the property. To help students: Provide many concrete examples showing both orders give same answer; use physical objects to demonstrate; practice with equations side by side (9+4=13, 4+9=13); use visual models like ten-frames; emphasize 'order doesn't matter' for commutative; connect properties to efficient mental math strategies.

Question 20

Roberto solved 4+6+14 + 6 + 1 by doing 4+1=54 + 1 = 5, then 5+6=115 + 6 = 11. His teacher says there might be an easier way. What easier method could Roberto use?

  1. Add 4+6=104 + 6 = 10 first, then 10+1=1110 + 1 = 11 because adding to 10 is very easy (correct answer)
  2. Add 6+1=76 + 1 = 7 first, then 4+7=114 + 7 = 11 because 7 is easier than 6 to add
  3. Add 4+1=54 + 1 = 5 first, then 6+5=116 + 5 = 11 because Roberto already knows this way
  4. Add all three numbers at once by counting 4,5,6,7,8,9,10,114, 5, 6, 7, 8, 9, 10, 11 on fingers
Explanation: When you have three numbers to add together, you can choose which two to add first - this is a powerful strategy that can make math much easier! Look for pairs of numbers that create "friendly" sums, especially numbers that add up to 10. In Roberto's problem 4+6+14 + 6 + 1, notice that 4+6=104 + 6 = 10. Since adding anything to 10 is super easy (just change the 0 to whatever number you're adding), this makes 10+1=1110 + 1 = 11 a breeze. This is exactly what answer choice A suggests, and it's the easiest method because working with 10 is so simple. Let's see why the other choices aren't as helpful. Choice B suggests 6+1=76 + 1 = 7 first, but adding 7 to another number isn't particularly easier than adding 6. Choice C is just describing what Roberto already did - it's not offering a new, easier method. Choice D suggests counting on fingers through all the numbers, but this is actually slower and more prone to mistakes than strategic addition. The key insight is recognizing that 4+6=104 + 6 = 10, and 10 is a "landmark number" that makes addition simple. Whenever you see numbers that can pair up to make 10 (like 1+9, 2+8, 3+7, 4+6, 5+5), use that to your advantage! Always look for these friendly pairs first before adding the remaining numbers.