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P1 Comparing Lengths Directly Paper 3 (challenge)
P1 Comparing Lengths Directly Paper 3 (challenge)
Ten challenge items on three-step comparison, joining with leftovers, halves and unit checks.
Direct answers Q1 11, Q2 18 and 4 squares, Q3 4 squares, Q4 30 cm, Q5 4 clips, Q6 6 spans, Q7 6 and 12 squares, Q8 51 squares, Q9 5 and 3 squares, Q10 no.
01 Paper details (check answers afterwards)
| Item | Detail |
|---|---|
| Questions | 10 |
| Suggested time | 20 |
| Difficulty mix | Foundation 3 · Intermediate 3 · Challenge 3 · Error redo 1 |
| Chapter | Chapter: P1 Comparing Lengths Directly |
| Level | P1 |
02 Questions (10 items)
- FoundationStick A is 9 squares. B is 4 squares shorter and C is 6 squares longer than B. How long is C?
- FoundationThree strips measure 4, 6 and 8 squares. What is their total length and how much longer is the longest than the shortest?
- FoundationA 16-square string is cut into 4 equal parts. How long is each part?
- IntermediateA 6 cm pencil measures a desk exactly 5 times. How long is the desk?
- IntermediateTwo strings measure 7 clips and 11 clips. How many clips of length must be cut from the longer one to match?
- IntermediateA window sill is 14 spans long and a table is 8 spans long. How many spans longer is the sill?
- ChallengeString A is 18 squares. B is 6 squares shorter and C is half of B. How long is C and how much shorter than A?
- ChallengeAn 8-square strip measures a corridor 6 times with 3 squares left over. How long is the corridor?
- ChallengeThree strings total 20 squares. A is 7 and B is 8. How long is C, and what is the gap between the longest and the shortest?
- Error redoA pencil measures 8 erasers and another measures 9 beans. Can we say the second is longer?
03 Answers and one-line notes
| # | Answer | One-line note |
|---|---|---|
| 1 | 11 squares | 9 – 4 = 5, then 5 + 6 = 11. |
| 2 | 18 squares in all; 4 squares longer | 4 + 6 + 8 = 18 and 8 – 4 = 4. |
| 3 | 4 squares | 16 / 4 = 4; equal sharing is division. |
| 4 | 30 cm | 6 x 5 = 30; five lengths add up to the desk. |
| 5 | 4 clips of length | 11 – 7 = 4; the difference is what must go. |
| 6 | 6 spans | 14 – 8 = 6, measured in spans. |
| 7 | C is 6 squares, 12 squares shorter than A | 18 – 6 = 12, 12 / 2 = 6, then 18 – 6 = 12. |
| 8 | 51 squares | 8 x 6 = 48, then add the 3 squares left. |
| 9 | C is 5 squares; the gap is 3 squares | 20 – 7 – 8 = 5, and 8 – 5 = 3. |
| 10 | No. Erasers and beans differ in size, so they are not the same unit | Key point: one same measuring object is required; more counts do not mean longer. |
04 What to do after marking
- After marking, redo only the wrong items and write down which step went wrong (formula, unit, or misread number).
- Repeat the same item two days later; move to the next paper only when both attempts are correct.
- Parents only need the answer and note columns; there is no need to explain every item.
After answering, explain in one sentence why each step adds or subtracts.Tutor Registration →
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