📘 arithmetic

1. The problem states: Determine if 12 is a common factor of 20 and 35. 2. A common factor of two numbers is a number that divides both numbers exactly without leaving a remainder.

1. The problem is to find the sum of $-1 + (-2)$. 2. When adding negative numbers, you move to the left on the number line because negative means going in the negative direction.

1. **State the problem:** We need to divide 11876 by 39. 2. **Recall the division formula:** Division is the process of determining how many times the divisor fits into the dividen

1. **State the problem:** Subtract 241 from 344. 2. **Write the subtraction:**

1. The problem is to perform the subtraction for the first problem: $535 - 340$. 2. Write the subtraction vertically:

1. The problem asks to find the total of "One Less," "Number Shown," and "One More" based on the abacus diagrams. 2. From the top abacus (Number Shown):

1. **State the problem:** Maurice found $\frac{1}{2}$ of a lemon meringue pie and ate $\frac{3}{5}$ of that portion. We need to find what fraction of the whole pie Maurice ate. 2.

1. **State the problem:** Multiply the fractions $\frac{3}{4}$ and $\frac{1}{5}$.\n\n2. **Formula for multiplying fractions:** To multiply two fractions, multiply the numerators to

1. **State the problem:** Add and subtract the mixed numbers and fractions: $2 \frac{3}{7} + 3 \frac{1}{7} - \frac{4}{7}$. 2. **Convert mixed numbers to improper fractions:**

1. The problem is to evaluate the expression $40,55:5$. 2. The comma in $40,55$ is likely a decimal separator, so the number is $40.55$.

1. The problem is to evaluate the expression $25,6:4$. 2. First, we need to clarify the notation. The comma likely represents a decimal point, so $25,6$ means $25.6$. The colon $:$

1. The problem appears to be a set of arithmetic expressions and equations involving multiplication and subtraction. 2. Let's clarify and solve the first expression: $5 \times 8 =

1. The problem asks: What is 31? 2. Since 31 is a number, the answer is simply the number itself.

1. **Problem:** Write the amount 2 79/100 as a decimal. 2. **Formula and rules:** To convert a mixed number with a fraction to a decimal, convert the fraction to decimal and add it

1. The problem asks for the total length of the line of shoes for students whose shoe lengths are less than 21 centimeters. 2. From the data, shoe lengths less than 21 cm are 20 cm

1. **State the problem:** We have fish of different lengths eating different amounts of food per day. We want to find the total ounces of fish food needed each day. 2. **Identify t

1. **State the problem:** Calculate the value of the expression $7 \times 8 - 7 \times 7$. 2. **Recall the order of operations:** Multiplication and subtraction are involved. Perfo

1. The problem is to evaluate the expression in the top-left box: $2.84 + 2.38$. 2. To add two decimal numbers, align the decimal points and add digit by digit.

1. The problem appears to be a list of numbers: $1 \frac{3}{4}$, $2 \frac{1}{2}$, $10$, and $5$. Let's convert the mixed numbers to improper fractions for clarity. 2. Convert $1 \f

1. The problem is to understand the number 33 you made. 2. Since 33 is a whole number, it can be analyzed in terms of its factors or properties.

1. **State the problem:** Compare the fractions $\frac{2}{5}$ and $\frac{3}{10}$ using $<$, $>$, or $=$. 2. **Formula and rules:** To compare fractions, convert them to have a comm