INST Problem Solving RUC Thes TION Division and

INST Problem Solving RUC Thes TION Division and Multiplication e pro Equivalent S F leve ls of blems a OR USI NG re di unde For Tas: ffevalue 256 ÷wh 8 ohas the same H r s r t a e ndin le cl ntiat ESE P their edc. in 64 ÷R 4 OB ass b. 64 g ÷ ow÷ i n a. 256 4 8 y n w LEM d. 64 ÷ 2 to 3 o prob s h u l o i r d le le clas leve S: es. C lems s s l s. s inde h , pend to allow ange th on prob Add fur. Chang e e t For emb ently at t students numbe lem sol her leve the nu mbe ving rs in he e edd l stud t s o i f s rs to , cop elec as: prob nece ents÷ 42 ehas d pr the nsame d o 630 value t f y lems suit ssar oble to se the p the l p r o the y b m e A an lect. r l s o e s s b m o o l s n 630 ÷e 84 a. 315 ÷ 21 thb. ÷l 42 c. d. d 630 ÷ 21 e p 315 roble ving, ke. Studen m they a B on th A and B e sli ep a re re ts th m th onto d l e ey a l pro a e n dy to with crea re re blem all 3 solv te th ady s e o e n the ir ow to so n pro lve. not shave ame the Which of the following calculations does blem slide. , allo same value as 816 ÷ 12: w a. 408 ÷ 24 b. c. 408 ÷ 6 d. 204 ÷ 48 d. 1632 ÷ 6 © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication 256 ÷ 8 has the same value as: a. 256 ÷ 4 b. 64 ÷ 8 c. 64 ÷ 4 d. 64 ÷ 2 630 ÷ 42 has the same value as: a. 315 ÷ 21 b. 315 ÷ 42 c. 630 ÷ 84 d. 630 ÷ 21 Which of the following calculations does not have the same value as 816 ÷ 12: a. 408 ÷ 24 b. c. 408 ÷ 6 d. 204 ÷ 3 d. 1632 ÷ 24 © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication 23 x 8 has the same value as: a. 23 x 4 b. 23 x 16 c. 46 x 4 52 x 12 has the same value as: a. 52 x 24 b. 104 x 24 c. 26 x 6 d. 46 x 16 d. 104 x 6 Which of the following calculations does not have the same value as 72 x 18: a. 144 x 9 b. 36 x 36 c. 144 x 36 d. 18 x 72 © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication Three of these calculations give the same value. Which one gives a different value? a. 244 × 2 b. 122 × 4 c. 61 x 8 d. 466 x 1 Three of these calculations give the same value. Which one gives a different value? a. 26 × 42 b. 52 × 21 c. 1092 x 1 d. 14 x 84 Three of these calculations give the same value. Which one gives a value 3 times greater? a. 27 x 84 b. 9 x 84 c. 28 x 27 d. 54 x 14 © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication Complete the missing number sentence: 62 x 16 = ____ x 8 Complete the missing number sentence: 58 x 32 = 29 x ____ Complete the missing number sentence: 108 x 14 = ___x 7 = 54 x ___ = ___ x 27 © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication Gail constructed a square with an area of 16 cm 2. She constructed a new quadrilateral by halving the length of one dimension, and doubling the length of the other dimension. What are the dimensions of Gail’s new quadrilateral? What is the area of Gail’s new quadrilateral? Gail constructed a square with an area of 36 cm 2. She constructed a new quadrilateral by halving the length of one dimension, and doubling the length of the other dimension. What are the dimensions of Gail’s new quadrilateral? What is the area of Gail’s new quadrilateral? Gail constructed a square with an area of 64 cm 2. She constructed a new quadrilateral by quartering the length of one dimension, and multiplying the length of the other dimension by 4. What are the dimensions of Gail’s new quadrilateral? What is the area of Gail’s new quadrilateral? © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication Toni and Marc each had some land. Toni’s land measured 100 m by 100 m. Marc’s land measured 50 m by 200 m. Both Marc and Toni said their land measured 1 hectare. Are they right? Toni and Marc each had some land. Toni’s land measured 100 m by 100 m. Marc’s land measured 25 m by 400 m. Both Marc and Toni said their land measured 1 hectare. Are they right? Toni and Marc each had a hectare of land. One dimension of Toni’s land was 100 m. One dimension of Marc’s land was 12. 5 m. What is the other dimension of Toni’s and Marc’s land? © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication Toni and Marc each had 1 hectare of land. Toni’s land was a square measuring 100 metres by 100 metres Marc’s land was a rectangle, with one dimension 50 metres. What was the length of the other dimension of Marc’s land? Toni and Marc each had 1 hectare of land. Toni’s land was a rectangle measuring 50 metres by 200 metres Marc’s land was a rectangle, with one dimension 400 metres. What was the length of the other dimension of Marc’s land? Toni and Marc each had 1 hectare of land. Toni’s land was a rectangle with one dimension 50 metres. Marc’s land was a rectangle, with one dimension twice as long as one of the dimensions of Toni’s land. What could be the dimensions of Marc’s land? © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US

Problem Solving Equivalent Division and Multiplication Carrie and Donna constructed models of the same area. The dimensions of Carrie’s model was 14 cm by 16 cm. Donna’s model had one dimension twice as long as one of the dimensions of Carrie’s model. What could be the dimensions of Donna’s model? Carrie and Donna constructed models of the same area. The dimensions of Carrie’s model was 22 cm by 20 cm. . Donna’s model had one dimension twice as long as one of the dimensions of Carrie’s model. What could be the dimensions of Donna’s model? Carrie and Donna each constructed a model with an area of 72 cm 2. One of the dimensions of Carrie’s model was 8 cm. Donna’s model had one dimension twice as long as one of the dimensions of Carrie’s model. What could be the dimensions of Donna’s model? © 2020 A Learning Place A Teaching Place Relational Mathematics TPL 4 US