Operations involving fractions in real life situations practice exercise 2

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY \( 5\frac{3}{8} \) \( 2 \frac{1}{8} \) \( 1 \frac{5}{8} \)   _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY \( 5\frac{3}{8} \) \( 2 \frac{1}{8} \) \( 1 \frac{5}{8} \)   _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY \( 5\frac{3}{8} \) \( 2 \frac{1}{8} \) \( 1 \frac{5}{8} \)   _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY     \( 5\frac{3}{8} \)      \( 2 \frac{1}{8} \)    \( 1 \frac{5}{8} \)          _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY     \( 5\frac{3}{8} \)      \( 2 \frac{1}{8} \)    \( 1 \frac{5}{8} \)          _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY     \( 5\frac{3}{8} \)      \( 2 \frac{1}{8} \)    \( 1 \frac{5}{8} \)          _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY     \( 5\frac{3}{8} \)      \( 2 \frac{1}{8} \)    \( 1 \frac{5}{8} \)          _______

The table below shows how Ochieng divided his \( 10 \frac{5}{8} \) bags of potatoes produce that he had harvested, use it to answer the question that follows. How many more bags were used for consumption than for sharing with family? (1 mark) FOR SALE FOR CONSUMPTION FOR PLANTING SHARED WITH FAMILY     \( 5\frac{3}{8} \)      \( 2 \frac{1}{8} \)    \( 1 \frac{5}{8} \)          _______

The table below shows how Achieng used her \( 12\frac{1}{2} \) litres of cooking oil. How many litres of oil did she spill? (1 mark)          USE        LITRES USED Cooking      \( 6 \frac{3}{4} \) Deep frying      \( 2 \frac{1}{4} \) Spilt       ????? Left over      \( 1 \frac{1}{2} \)

The table below shows how Achieng used her \( 12\frac{1}{2} \) litres of cooking oil. How many litres of oil did she spill? (1 mark)          USE        LITRES USED Cooking      \( 6 \frac{3}{4} \) Deep frying      \( 2 \frac{1}{4} \) Spilt       ????? Left over      \( 1 \frac{1}{2} \)

The table below shows how Achieng used her \( 12\frac{1}{2} \) litres of cooking oil. How many litres of oil did she spill? (1 mark) USE LITRES USED Cooking      \( 6 \frac{3}{4} \) Deep frying      \( 2 \frac{1}{4} \) Spilt       ????? Left over      \( 1 \frac{1}{2} \)

The table below shows how Achieng used her \( 12\frac{1}{2} \) litres of cooking oil. How many litres of oil did she spill? (1 mark) USE LITRES USED Cooking      \( 6 \frac{3}{4} \) Deep frying      \( 2 \frac{1}{4} \) Spilt       ????? Left over      \( 1 \frac{1}{2} \)

A family in Nairobi uses \( \frac{3}{8} \) of their monthly electricity units for lighting and \( \frac{1}{4} \) for cooking. If they receive 800 units monthly, how many units remain for other uses?

A family in Nairobi uses \( \frac{3}{8} \) of their monthly electricity units for lighting and \( \frac{1}{4} \) for cooking. If they receive 800 units monthly, how many units remain for other uses? (1 mark).

A family in Nairobi uses \( \frac{3}{8} \) of their monthly electricity units for lighting and \( \frac{1}{4} \) for cooking. If they receive 800 units monthly, how many units remain for other uses? (1 mark).

A family in Nairobi uses \( \frac{3}{8} \) of their monthly electricity units for lighting and \( \frac{1}{4} \) for cooking. If they receive 800 units monthly, how many units remain for other uses? (1 mark).

A family in Nairobi uses \( \frac{3}{8} \) of their monthly electricity units for lighting and \( \frac{1}{4} \) for cooking. If they receive 800 units monthly, how many units remain for other uses? (1 mark).

Jane had 240 kg of fertilizer. She used \( \frac{1}{3} \) of it on her maize farm and \( \frac{1}{4} \) of the remainder on her bean farm. How much fertilizer remained unused?

Jane had 240 kg of fertilizer. She used \( \frac{1}{3} \) of it on her maize farm and \( \frac{1}{4} \) of the remainder on her bean farm. How much fertilizer remained unused?(2 mark)

Jane had 240 kg of fertilizer. She used \( \frac{1}{3} \) of it on her maize farm and \( \frac{1}{4} \) of the remainder on her bean farm. How much fertilizer remained unused?(2 mark)

Jane had 240 kg of fertilizer. She used \( \frac{1}{3} \) of it on her maize farm and \( \frac{1}{4} \) of the remainder on her bean farm. How much fertilizer remained unused?(1 mark)

Jane had 240 kg of fertilizer. She used \( \frac{1}{3} \) of it on her maize farm and \( \frac{1}{4} \) of the remainder on her bean farm. How much fertilizer remained unused?(1 mark)

Jane had 240 kg of fertilizer. She used \( \frac{1}{3} \) of it on her maize farm and \( \frac{1}{4} \) of the remainder on her bean farm. How much fertilizer remained unused?(1 mark)

Mary had a water tank that was full. On Monday, she used \( \frac{2}{5} \) of the water for washing clothes. On Tuesday, she used \( \frac{1}{3} \) of the remaining water for cleaning the house. If the tank holds 300 litres when full, how much water was left in the tank after Tuesday?

Mary had a water tank that was full. On Monday, she used \( \frac{2}{5} \) of the water for washing clothes. On Tuesday, she used \( \frac{1}{3} \) of the remaining water for cleaning the house. If the tank holds 300 litres when full, how much water was left in the tank after Tuesday?

Mary had a water tank that was full. On Monday, she used \( \frac{2}{5} \) of the water for washing clothes. On Tuesday, she used \( \frac{1}{3} \) of the remaining water for cleaning the house. If the tank holds 300 litres when full, how much water was left in the tank after Tuesday?

Mary had a water tank that was full. On Monday, she used \( \frac{2}{5} \) of the water for washing clothes. On Tuesday, she used \( \frac{1}{3} \) of the remaining water for cleaning the house. If the tank holds 300 litres when full, how much water was left in the tank after Tuesday?  (1 mark)

Mary had a water tank that was full. On Monday, she used \( \frac{2}{5} \) of the water for washing clothes. On Tuesday, she used \( \frac{1}{3} \) of the remaining water for cleaning the house. If the tank holds 300 litres when full, how much water was left in the tank after Tuesday?  (1 mark)

Mary had a water tank that was full. On Monday, she used \( \frac{2}{5} \) of the water for washing clothes. On Tuesday, she used \( \frac{1}{3} \) of the remaining water for cleaning the house. If the tank holds 300 litres when full, how much water was left in the tank after Tuesday?  (1 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total?

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received\( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received\( \frac{1}{4}\), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 mark)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 marks)

In a class election, one candidate received \( \frac{3}{8} \) of the votes, the second received \( \frac{1}{4} \), and the third received \( \frac{1}{5} \). The remaining 180 votes were spoilt. How many votes were cast in total? (2 marks)

Grade 8 learners in Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank?

Learners Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (1 mark)

Learners Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (1 mark)

Learners in Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (1 mark)

Learners in Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (1 mark)

Learners in Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (1 mark)

Learners in Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (2 marks)

Learners in Kiongozi School harvested 180 bags of beans. They used \( \frac{5}{6} \) of them for school meals, kept \( \frac{2}{5} \) of the remainder for planting next season, and gave the rest to a local food bank. How many bags did they give to the food bank? (2 marks)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers?

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (1 mark)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (1 mark)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (1 mark)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (1 mark)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (1 mark)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (2 marks)

Mercy had a 60-litre tank of water. She used \( \frac{1}{4} \) of it to clean the house, \( \frac{2}{5} \) of the remainder for cooking, and the rest for watering flowers. How many litres did she use to water the flowers? (2 marks)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics?

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (1 mark)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (2 marks)

At a sports day, 600 students took part in various activities. \( \frac{1}{4} \) of them played football, \( \frac{1}{3} \) played volleyball, and the rest participated in athletics. How many more students played games than those in athletics? (2 marks)

The table below (not shown) indicates the fractions of a ream of paper used by different groups in a class project: Group A: \( \frac{1}{5} \), Group B: \( \frac{2}{5} \), Group C: \( \frac{1}{10} \).What fraction of the ream remained unused?

The table below (not shown) indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \) C \( \frac{1}{10} \)

The table below (not shown) indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \) C \( \frac{1}{10} \)

The table below  indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \) C \( \frac{1}{10} \)

The table below (not shown) indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \ C \( \frac{1}{10} \)    

The table below (not shown) indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \) C \( \frac{1}{10} \)    

The table below (not shown) indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \) C \( \frac{1}{10} \)    

The table below  indicates the fractions of a ream of paper used by different groups in a class project: What fraction of the ream remained unused?  (1 mark) GROUP FRACTION USED. A \( \frac{1}{5} \) B \( \frac{2}{5} \) C \( \frac{1}{10} \)