1. Solve (or explain why it is impossible to solve)

1. 4 : 0.25

2. 0.2 : 0.8

3. 0.8 : 0.2

4. 0.25 : 0.6

5. 8.25 : 4.5

6. 3 x 5

7.

8. : 4

2. A student used the following procedure to multiply 0.25 x 5.25

Do you think that the student's answer is correct? Yes/No.

Explain why lines 4, 5, and 6 were written in the way they were?

Explain the position of the decimal point in line 6.

3. A student solves the expression 5 : 0.8 in the following manner:

1st step

2nd step

3rd step

Explain steps 1 and 2.

What is the answer to the original division problem (5 : 0.8)?

4. A student used the following procedure to solve : 3.

Stage 1

Stage 2

Stage 3

Stage 4

Do you think that the student's answer is correct? Yes/No

Explain Stages 1 and 2.

5. A student used the following procedure to compare the fractions .

He wrote : 14 x 13 < 11 x 17

Hence

Do you think that the student's answer is correct? Yes/No

Do you think that the method he uses for comparing fractions is adequate? Yes/No

Explain your answer.

6. In the division problem a : b = c, a is the dividend, b is the divisor and c is the quotient.

In the multiplication problem a x b = c, a and b are factors and c is the product.

Circle the correct answer and explain your choice:

In a division problem, the dividend can be smaller than 1.

Yes / No. Why?

In an addition problem, the sum can be smaller than one of the addends.

Yes / No. Why?

In a multiplication problem, the product is always greater than 1.

Yes / No. Why?

In a multiplication problem, the product is always greater or equal to each factor.

Yes / No. Why?

In a division problem, the dividend must be greater than the divisor.

Yes / No. Why?

In a division problem, the dividend must be greater than the quotient.

Yes / No. Why?

In a division problem, the quotient must be a whole number.

Yes / No. Why?

In a division problem, the divisor must be a whole number.

Yes / No. Why?