Feast Math Worksheet
Grade 5 Math Holiday Problem Solving
Thanksgiving Feast Word Problems
Name:
Date:
Math Steps: 1. Read carefully • 2. Circle numbers • 3. Show all work • 4. Write final label
1
The Community Food Drive
2-Step Addition & Subtraction
Our school collected food for Thanksgiving dinner boxes. On Monday, students brought in 348 cans of corn. On Tuesday, students brought in 275 cans of green beans. Volunteers packed 189 cans into boxes today. How many cans of vegetables are left?
Step 1: Add total cans collected
Show addition with regrouping:
Total Cans = _________
Step 2: Subtract cans packed
Show subtraction with regrouping:
Cans Left = _________
Final Answer:
There are
cans left.
2
Pumpkin Pie Bakery Delivery
Multiplication (3-Digit × 2-Digit)
The Harvest Bakery is baking mini pumpkin pies for Thanksgiving feast baskets. They pack 134 mini pies into each wooden crate. If they load 16 crates into the delivery truck, how many mini pumpkin pies are delivered in all?
Show Your Work (Standard Algorithm or Area Model):
H T O Line up digits by place value
Multiplication Tips:
- • Multiply by ones digit (6).
- • Put 0 in the ones place.
- • Multiply by tens digit (1).
- • Add both partial products.
134 × 16 = ?
Final Answer:
The bakery delivered
mini pies.
Turn to Page 2 for Problems 3 and 4 Page 1 of 2
Part 2 Thanksgiving Feast Word Problems
Name:
3
Seating at the Thanksgiving Hall
Division with Remainder Interpretation
There are 146 guests attending the community Thanksgiving dinner. Each large dining table can seat 6 guests. How many dining tables does the hall need so that EVERY guest has a seat?
Step 1: Divide 146 ÷ 6
Show your long division or partial quotients:
Quotient = _____ Remainder = _____
Step 2: What About the Remainder?
Can we leave guests without a table? Read carefully:
Full tables:
Leftover guests:
Need 1 more table? YES! (+1)
Final Answer:
The hall must set up
tables.
4
Comparing Thanksgiving Pies
Comparing Fractions with Models
Aunt Sarah baked two identical pans of cornbread for dinner. The table guests ate ¾ of Pan A. The guests ate ⅝ of Pan B. Which pan had MORE cornbread eaten?
Pan A: ¾ (Divide into 4 equal parts, shade 3)
Round Pie: 4 equal slices
Pan B: ⅝ (Divide into 8 equal parts, shade 5)
Round Pie: 8 equal slices
Write <, >, or = :
¾
⅝
More was eaten from:
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Page 2 of 2
Feast Math Answer Key
Teacher Answer Key Full Solutions & SpEd Supports
Thanksgiving Feast Math — Answer Key
Grade 5 Problem Solving
Target: Mild Cognitive Disabilities
Instructional Focus: Multi-step regrouping • Multi-digit multiplication • Interpreting remainders (+1) • Visual fraction benchmarks
1
Problem 1: The Community Food Drive (Two-Step Addition & Subtraction)
Correct: 434 cans left
Step 1: Add total cans collected
¹¹ (regroup tens & hundreds)
3 4 8 (corn)
+ 2 7 5 (beans)
6 2 3 total cans collected
Notes: 8 + 5 = 13 (regroup 1 ten); 1 + 4 + 7 = 12 (regroup 1 hundred).
Step 2: Subtract cans packed
&sup5; ¹¹ ¹³ (borrow across place values)
6 2 3 (total cans)
- 1 8 9 (packed cans)
4 3 4 cans left
Notes: 13 - 9 = 4 ones; 11 - 8 = 3 tens; 5 - 1 = 4 hundreds.
Common Misconception & Prompt: Students often subtract smaller digits from larger digits without regrouping (e.g., doing 9 - 3 = 6). Prompt with: "If you have 3 pieces of corn, can you give me 9? Where can we get more tens?" Use base-ten blocks if available.
2
Problem 2: Pumpkin Pie Bakery Delivery (Multiplication 134 × 16)
Correct: 2,144 mini pies
Standard Algorithm:
² ² (regroup from ones)
1 3 4
× 1 6
8 0 4 ← (134 × 6)
+ 1 3 4 0 ← (134 × 10, placeholder zero!)
2 1 4 4 mini pies delivered
Area Model / Partial Products:
100 × 10 = 1,000 100 × 6 = 600
30 × 10 = 300 30 × 6 = 180
4 × 10 = 40 4 × 6 = 24
Total: 1,000 + 600 + 300 + 180 + 40 + 24 = 2,144
Common Misconception & Prompt: Students frequently forget the placeholder zero when multiplying by the tens digit (writing 134 instead of 1340), yielding 938. Prompt: "Are we multiplying by 1 or by 10? Draw the golden egg / placeholder zero in the ones place first!"
Turn to Page 2 for Solutions to Problems 3 and 4 Page 1 of 2
Part 2 Thanksgiving Feast Math — Answer Key
Instructional & Grading Guide
3
Problem 3: Seating at the Thanksgiving Hall (146 ÷ 6)
Correct: 25 tables needed
Step 1: Calculation
2 4 R 2
—————
6 ) 1 4 6
- 1 2 ↓
2 6
- 2 4
2 (remainder)
Step 2: Interpreting the Remainder
• Quotient = 24: 24 tables seat \( 24 \times 6 = 144 \) guests.
• Remainder = 2: There are 2 guests left without a seat.
To seat EVERY guest: \( 24 + 1 = \mathbf{25\text{ tables}} \)
Common Misconception & Prompt: Students often answer "24 tables" (ignoring the remainder) or "24 R 2 tables" (which doesn't answer a real-world question). Prompt: "If you set up 24 tables, 2 guests must stand up and eat dinner while standing! Do we need to set up one more table for them? Yes, so add 1 table!"
4
Problem 4: Comparing Thanksgiving Pies (¾ vs. ⅝)
Correct: ¾ > ⅝ (Pan A had more eaten)
Pan A: ¾ = &frac68; GREATER
3 parts shaded in amber (75% of pan)
Pan B: ⅝ LESS
5 parts shaded in amber (62.5% of pan)
Equivalence Check: \(\frac{3}{4} \times \frac{2}{2} = \frac{6}{8}\). Since \(6 > 5\), \(\frac{6}{8} > \frac{5}{8}\).
Statement: ¾ > ⅝ → Pan A
Common Misconception & Prompt: Students with mild cognitive disabilities often think ⅝ is larger than ¾ because the numbers 5 and 8 are larger than 3 and 4 (whole-number bias). Prompt: "Look at the empty unshaded space. In Pan A only 1 fourth is left. In Pan B, 3 eighths are left. Look at which bar has more color!"
IEP Accommodations:
• Provide multiplication grid / times-table chart
• Allow base-ten manipulatives for regrouping
• Highlight question sentences in yellow
• Read word problem prompts aloud
