📘 arithmetic

1. The problem asks for all the answers for 6 and 7. 2. Since the question is ambiguous, let's consider common interpretations: finding factors, multiples, or solving equations inv

1. The problem asks: How much more glitter was used in the paper chain that used the most glitter than in the paper chain that used the least glitter? 2. From the graph description

1. **Stating the problem:** We have a division problem with missing digits represented by squares (□). The divisor is $1\,\square\,\square$, the dividend is $8\,\square\,2 . 9\,\sq

1. The problem is to calculate $2 \times 6$. 2. The multiplication formula is $a \times b = c$, where $a$ and $b$ are numbers and $c$ is their product.

1. **State the problem:** We want to use a number line to solve a multiplication fact model with the numbers 0, 3, 6, 9, 12, 15, and 18. 2. **Understand the multiplication fact mod

1. **State the problem:** Simplify the expression $3 - 1$. 2. **Recall the subtraction rule:** Subtraction means taking away the second number from the first.

1. **State the problem:** Calculate the value of $3 \times \frac{1}{3}$.\n\n2. **Formula and rules:** Multiplying a whole number by a fraction involves multiplying the whole number

1. The problem is to add mixed numbers and fractions, then simplify the results. 2. The formula for adding mixed numbers is: add the whole numbers and add the fractions separately.

1. The problem asks: In what situations do we use BODMAS? 2. BODMAS is an acronym that stands for Brackets, Orders (i.e., powers and roots), Division, Multiplication, Addition, and

1. **State the problem:** We need to find the result of dividing 480 by 2. 2. **Formula used:** Division is the operation of splitting a number into equal parts. The formula is:

1. The problem asks for the place value of the digit 4 in the number 12.34. 2. Place value refers to the value of a digit depending on its position in the number.

1. The problem asks for the place value of the digit 4 in the number 12.34. 2. Place value depends on the position of the digit relative to the decimal point.

1. The problem is to estimate the product of 181 and 47 using compatible numbers. 2. Compatible numbers are numbers that are easy to multiply mentally and close to the original num

1. The problem asks us to estimate the product $16 \times 209$ by rounding $209$ to the nearest hundred. 2. To round $209$ to the nearest hundred, we look at the tens digit, which

1. The problem is to round the number 209 to the nearest integer. 2. The number 209 is already an integer, so rounding it to the nearest integer means it stays the same.

1. **State the problem:** We need to find the unknown partial products in the multiplication of 113 by 25. 2. **Recall the multiplication setup:**

1. The problem states: "9 plus 10 is 21". We need to verify if this statement is true. 2. The operation involved is addition, which is combining two numbers to get their sum.

1. **State the problem:** We need to find the sum of 9 and 10. 2. **Formula used:** Addition of two numbers is given by $$a + b$$ where $a$ and $b$ are the numbers.

1. The problem is to understand the concept of division in mathematics. 2. Division is the operation of splitting a number into equal parts or groups. It is the inverse of multipli

1. The problem is to solve a typical Class 5 Bomas exercise involving basic arithmetic and reasoning. 2. Let's consider a sample problem: "If you have 12 apples and you give 4 appl

1. The problem is to find the value of $x$ given by the expression $x = 1088 \times 2$. 2. The formula used here is simple multiplication: $x = a \times b$, where $a = 1088$ and $b