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Unit measurement word problem: distance (US customary) | 5th grade | Khan Academy

September 23, 2013
by
Khan Academy
YouTube video player
Unit measurement word problem: distance (US customary) | 5th grade | Khan Academy

TL;DR

Judy ran half the distance, skipped one-fourth of the remaining distance, and walked the rest, with a total distance of 360 feet or 120 yards.

Transcript

On Judy's way home from school yesterday, she ran for half the distance. Then she skipped for 1/4 of the remaining distance and walked the rest of the way home. She walked for a total 360 feet. What is the distance between school and Judy's home? And they say write the answer in the yards. So this is a little tricky right over here. They say, 360 f... Read More

Key Insights

  • 👨‍🏫 Judy's total distance from school to home is 320 yards.
  • 😣 She ran half the distance, skipped one-fourth of the remaining distance, and walked the rest.
  • 🥳 The remaining distance after running is 160 yards, with each of the four parts being 40 yards.

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Questions & Answers

Q: How did Judy divide the remaining distance after running?

Judy divided the remaining distance into fourths, and then she skipped one-fourth of that distance.

Q: How much is 1/4 of the remaining distance in yards?

Since the remaining distance is 3/4 of the total remaining distance and is equal to 120 yards, 1/4 of the remaining distance is 40 yards.

Q: What is the total distance from school to home?

The remaining distance after running, which is 160 yards, is half of the total distance, so the total distance from school to home is 320 yards.

Q: How did Judy calculate the distance in yards instead of feet?

Judy converted the given distance of 360 feet to yards by dividing it by 3 (since 1 yard equals 3 feet). The result was 120 yards.

Summary & Key Takeaways

  • Judy ran for half the distance from school to home.

  • She then skipped one-fourth of the remaining distance.

  • Finally, Judy walked the rest of the way home, covering a total distance of 360 feet or 120 yards.


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