ISEE Primary 4 Math - ISEE Middle Level Quantitative Reasoning

Each square represents students. The fourth grade bar has squares in it. That means we can take to find our total.

Each square represents students. Mr. Ray's bar has squares in it. That means we can take to find our total.

is added to each X value to get the Y value.

To find the rule, you may have to do some trial and error. The most important thing to remember is, once you think you have the rule, make sure to test the rule with all of the X values.

To solve this problem, we first have to find our unknowns. Our unknowns are the number of laps he swims on Wednesday and Thursday and the number of laps he swims on Friday. We can set up equations for these unknowns by letting represent the laps that he swims on Wednesday and Thursday and represent the number of laps he swims on Friday.

because when we triple something we multiply by .

because he is swimming less laps than he did on Monday, which means we subtract.

To find the total amount of laps that he swam, we need to add up the laps that he did each day.

The phrase " times as long" tells you that we are going to multiply by .

Let's have represent how long it takes Sara to get dressed.

Think: minutes 4 times would be how many minutes?

Each square represents students. The fourth grade bar has squares in it. That means we can take to find our total.

Each square represents students. Mr. Ray's bar has squares in it. That means we can take to find our total.

When we round a number to the tens place we look to our ones place to tell us if we round up or down. If the number in our ones place is or greater, we round up. If the number in the ones place is or less, we round down. When we round up, the number in the tens place increases by . The numbers to the right of the tens place become and the numbers to the left of the tens place stay the same. When we round down, the number in the tens place stays the same. The numbers to the right of the tens place become and the numbers to the left of the tens place stay the same.

In this case, is less than so our rounded number is

The circle is split up into equal parts. of the parts are shaded green, which means of the circle is green.

The fraction models below show and

is greater than because more of the model is filled in.

The formula to find area is . We are given the length and the width from the problem, so we can plug those values into our equation and solve.

*Remember, area is the number of square units inside a shape, which is why area is always written with square units.

We have the perimeter and the width, so we can plug those values into our equation and solve for our unknown.

Subtract from both sides

Divide by both sides

Each square represents students. The fourth grade bar has squares in it. That means we can take to find our total.

Each square represents students. Mr. Ray's bar has squares in it. That means we can take to find our total.

The formula to find area is . We are given the length and the width from the problem, so we can plug those values into our equation and solve.

*Remember, area is the number of square units inside a shape, which is why area is always written with square units.

We have the perimeter and the width, so we can plug those values into our equation and solve for our unknown.

Subtract from both sides

Divide by both sides

Each square represents students. The fourth grade bar has squares in it. That means we can take to find our total.

Each square represents students. Mr. Ray's bar has squares in it. That means we can take to find our total.

Megan has of water and when she adds she will have

Megan has of water. If she needs times that amount, we can multiply to find our answer.