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Identify irrelevant information

In one- and two-step whole-number problems involving addition, subtraction, multiplication, or division, the learner distinguishes facts and quantities that determine the requested answer from details that do not affect the needed relationships or operations. The learner connects relevant information to an equation, diagram, or comparison and does not assume that every stated number must be used; abstract analysis of ambiguity or irrelevant information in algebraic contexts is not included.

Detailed Explanation: Identify irrelevant information

Read the question first. Then find the facts that help answer it. A number is irrelevant if it does not help with the question.

Example:

Mia has 44 boxes of crayons. Each box has 88 crayons. She also has 33 pencils. How many crayons does Mia have?

  1. Look at what the question asks.
    It asks for the number of crayons.

  2. Find the facts about crayons.

    • There are 44 boxes.
    • Each box has 88 crayons.

  3. Decide which fact does not help.
    The 33 pencils are not crayons, so that number is irrelevant. We do not use it.

  4. Write an equation using the relevant facts.
    Since there are 44 equal groups of 88, multiply:

4×8=324 \times 8 = 32
  1. Answer the question.
    Mia has 32\boxed{32} crayons.

Do not assume every number in a problem must be used. Use only the facts that help answer the question.

Learn by doing: Identify irrelevant information

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