Math Word Problem: Cupcakes For School Sale

Hey guys! Let's dive into a super fun math word problem that will get our brains buzzing. We've got Erika and Simón, who are total baking legends, whipping up a storm for their school sale. The big question is: How many more cupcakes do they need to make? This problem is all about multiplication and subtraction, so get ready to flex those math muscles!

Breaking Down Erika's Baking Bonanza

Alright, let's start with Erika. This girl is seriously on a roll! She baked 7 trays, and get this – each tray is packed with 12 delicious cupcakes. To figure out how many cupcakes Erika made in total, we need to do a little multiplication. So, we're looking at 7 trays multiplied by 12 cupcakes per tray. That gives us a grand total of 84 cupcakes for Erika. Imagine all those yummy treats! She's already made a solid contribution to their goal of 200 cupcakes. It's awesome to see how putting groups together, like the cupcakes on each tray, leads us to multiplication. When you have a certain number of groups, and each group has the same amount of items, multiplication is your best friend to find the total. Erika's effort here is a perfect example of this fundamental math concept. We're not just counting individual cupcakes; we're efficiently calculating the total by understanding the structure of her baking. This step is crucial because it forms the first half of the total cupcakes baked so far. Without this calculation, we wouldn't know how much Erika contributed, and that would throw off our final answer. So, give Erika a round of applause for her awesome baking skills and her excellent application of multiplication!

Simón's Sweet Success

Now, let's talk about Simón. He's not about to be outdone! Simón baked 5 trays, and his trays are a little more generously filled, with 18 cupcakes on each one. To find out how many cupcakes Simón baked, we'll do the same thing as with Erika's batch: multiplication! We've got 5 trays multiplied by 18 cupcakes per tray. That comes out to a whopping 90 cupcakes from Simón. Wowza! So, between Erika and Simón, they've already baked a ton of cupcakes. Thinking about Simón's contribution, we can see another practical use of multiplication. He's got his trays, and each tray is like a mini-group of cupcakes. By multiplying the number of trays by the number of cupcakes on each tray, we get the total he prepared. This step builds upon the previous one and brings us closer to understanding the total number of cupcakes available. It's essential to get this calculation spot on because it directly impacts the next stage of our problem-solving. His 90 cupcakes add significantly to the effort, showing that both bakers are working hard to meet their goal. This is where understanding how multiplication works with larger numbers becomes really useful. It's not just about basic facts; it's about applying those facts to real-world scenarios like baking for a school event. Simón's dedication is clear, and his baking adds a substantial amount to their collective efforts.

Calculating the Grand Total Baked

Okay, so we know Erika baked 84 cupcakes and Simón baked 90 cupcakes. To find out how many cupcakes they've baked altogether, we just need to add their individual amounts. This is where we combine their efforts. So, 84 cupcakes (Erika) + 90 cupcakes (Simón) = 174 cupcakes. They've definitely been busy bees! This step is about putting their individual successes together to see the bigger picture. Addition is the key here, allowing us to consolidate the results from our multiplication steps. When you have two separate quantities and you want to know the total amount when combined, addition is the operation you use. In this case, we're combining the cupcakes Erika made with the cupcakes Simón made. The sum of 174 represents the total number of cupcakes they have ready for the school sale. It's a crucial checkpoint because it tells us exactly how far they've come in reaching their target. This combined total is the foundation for answering the final question: how many more do they need? Without knowing the total they've already produced, we can't figure out the remaining amount. So, this addition step is a bridge between their past efforts and the future goal. It's a clear indicator of their progress and sets the stage for the final calculation. Give yourselves a pat on the back for getting this far!

The Big Goal: 200 Cupcakes!

Their goal, as stated in the problem, is to make a grand total of 200 cupcakes for the school sale. This is the target they are aiming for. It's important to remember this number because it's what we'll compare their current total against. This target of 200 cupcakes is the ultimate objective. It's the number that defines success for their baking endeavor. In word problems like this, identifying the target number is just as important as identifying the actions (baking, combining). It provides the context for the final question. Without a clear goal, the calculation of how many more are needed wouldn't make sense. This number represents the collective effort they aim to achieve, ensuring the school sale has plenty of treats. It sets the benchmark against which all their hard work will be measured. It's the finish line they are running towards, and knowing this number helps us understand the magnitude of the task remaining. Keep this number in mind as we move to the final step!

Finding Out How Many More Are Needed

Now for the final, crucial step, guys! We know they want 200 cupcakes, and they have 174 cupcakes. To find out how many more they need to make, we need to find the difference between their goal and what they've already baked. This is a subtraction problem! We take the total goal and subtract the total they've already made. So, it's 200 cupcakes (goal) - 174 cupcakes (baked) = 26 cupcakes. And there you have it! They need to make 26 more cupcakes to reach their goal. This is the answer we've been working towards! Subtraction is used here to find the difference between two numbers, specifically the difference between the desired total and the current total. It directly answers the question of