MIDDLE SCHOOL MATH WITH Basic Facts; Place Value; Addition, Subtraction, Multiplication, and Division of Whole Numbers Steve Marcy, Ph.D. Janis Marcy, M.A. Creative, PublicationsThe Authors: Steve Marcy and Janis Marcy Santa Monica-Malibu Unified School District Limited Reproduction Permission: Permission to duplicate these materials is limited to the teacher for whom they are purchased. Reproduction for an entire school or school district is unlawful and strictly prohibited. For Jennifer, Matt, Andy, and Jazz Cover design by JoAnne Hammer Illustrations by Mark Lawler Technical art by Steve Reiling Edited by Ann Roper ©1989 Creative Publications 788 Palomar Avenue Sunnyvale, CA 94086 Printed in U.S.A. ISBN: 0-88488-741-3 3945678910.9543210im NOTES FROM THE AUTHORS MIDDLE SCHOOL MATH WITH PIZZAZZI is a series of five books designed to provide practice with skills and concepts taught in today’s middle school mathematics programs. The series uses many of the same puzzle formats as the MATHIMAGINATION series, PRE-ALGEBRA WITH PIZZA22! series, and ALGEBRA WITH PIZZAZZ! series, all published by Creative Publications. We believe that mastery of math skills and cancepts requires both good teaching and a great deal of practice. Our goal is to provide purzle activities that make this practice more meaningful and effective. To this end, we have tried to build into these activities three charaeteristics: 1, KNOWLEDGE OF RESULTS. Various devices are used in the puzzles to tell students whether or not their answers are correct. Feedback occurs immediately after the student works each exercise. For ~example, if a particular answer is not in the code or scrambled answer list, the student knows it is incorrect. He or she can then try again or ask for help. Additional feedback and reinforcement occurs when the student finds a puzzle solution that is appropriate. This immediate knowledge of results benefits students and also teachers, who no longer have to spend time confirming correct answers 2. A MOTIVATING GOAL FOR THE STUSEMWs The puzzles are designed so that stirdents will construct a joke or unscramble the answer to a riddle in the process of checking their answers. The humor operates as an incentive, because the students are not rewarded with the punchline until they complete the exercises. While students may decry these jokes:as “dumb” and groan loudly, our experience has been that they enjoy the jokes and look forward to solving the puzzjes. The humor has a positive effect on ~elass-morale. In addition to humor, the variety and novelty of procedures for solving the puzzles help capture student interest. By keeping scrambled answer lists short and procedures simple, we have tried to minimize the time spent on finding answers or doing other puzzle mechanics. 3. CAREFUL SELECTION‘OF TOPICS AND EXERCISES. The puzzles within each topic area are carefully sequenced so that each one builds on skills and concepts previously covered. The sequence of exercises within each puzzle is designed to guide students in incremental, step-by- step fashion toward mastery.of the skill or concept involved. A. primary goal is the development of problem-solving ability. In order to solve problems, students need not only rules and strategies Biit also a meaningful understanding $f basic concepts. Some puzzles in this series are designed specifically to build concepts. Other puzzles, especially these for estimation, also help deepen:studenits’ understanding by encouraging them-to look at numbers as quantities rather than just as symbols to be manipulated. For puzzles specifically keyed to problem solving, we have tried to write problems that are interesting and uncontrived. We have included extra information in some problems, and have also mixed problem types within sets, so that the problems cannot be solved mechanically. In addition to these efforts to make the puzzles effective, we have tried to make them easy to use. The topic for each puzzle is given both at the bottom of the puzzle page and in the Table of Contents on pages 4.and 5..Each puzzle is keyed to a specific topic in recent editions of leading middle school textbooks. Each puzzle requires duplicating only one page. and many of them provide space for student work. Finally, because the puzzles are self-correcting, they can eliminate the task of correcting assignments. - ‘We hope that both you and your students will enjoy using these materials. Steve and Janis MarcyUs Ld Table of Contents BASIC FACTS Multiplication Facts ...... Division Facts Review: Basic Facts - Problem Solving: Mixed Applications... Using Basic Facts: Finding Multiples Using Basic Facts: Finding Factors..... PLACE VALUE AND NUMERATION . Place Value to Hundred Thousands . Place Value to Hundred Millions Place Value to Hundred Billions. . Comparing and Ordering Numbers... . Rounding: Nearest 10, 100, or 1,000 Rounding: Nearest 10, 100, 1,000, or 10,000. roacgp reaccp . ADDITION AND SUBTRACTION OF WHOLE NUMBERS. Basic Properties of Addition Addition: Two Addends ... . Addition: Three or More Addends |. Subtraction... . Subtraction: With Zero: Review: Addition and Subtraction .... Estimating Sums and Differences . Problem Solving: Mixed Applications se>-eaogm . MULTIPLICATION OF WHOLE NUMBERS |. Problem Solving: Choosing a Calculation Method .. . Review: Addition, Subtraction, Multiplication .. Problem Solving: Mixed Applications ... a. Basic Properties of Multiplication .. 32 b. Distributive Property. 33 c. Mental Math: Using Basic Properties 34 d. Mental Math: Special Products . 35 e. Estimating Products 36 f. Multiplying by a 1-Digit Factor 37-39 g. Problem Solving: Mixed Application ..40 h. Multiplying by a 1-Digit Factor: Larger Products 1-42 i. Multiplying by Multiples of 10, 100, and 1,000 43 j. Multiplying by a 2-Digit Factor 44-47 k. Multiplying by a 3-Digit Factor 48 |. Exponents ... 49 m. n °5. DIVISION OF WHOLE NUMBERS . Mental Math: Using Division Facts... . Mental Math: Special Quotients ... Estimating Quotients: Compatible Numbers |. Dividing by a 1-Digit Diviso . Zeros in the Quotient... |. Dividing by a 1-Digit Divisor: Larger Quotients . Finding Averages... Review: Addition, Subtraction, Mutation, Division by a 1-Digit Divisor..... . Problem Solving: Mixed Applications . Dividing by Multiples of 10 Dividing by a 2-Digit Divisor: 1-Digit Quotients Dividing by a 2-Digit Divisor: Larger Quotients . Review: All Operations with Whole Numbers. . Problem Solving: One-Step Problems . Problem Solving: One-Step and Multi-Step Problems ens 6. ENRICHMENT a. Roman Numerals .. b. Base 2 Numeral: c. Test of Genius 7. ANSWERS.. rsea>eagcp posgrxtNOTES ABOUT USING THE PUZZLES ‘The selection of topfes for MIDDLE SCHOOL MATH WITH PIZZAZZ! reflects recent thinking about what is important in an updated middle school math program. Virtually every puzzle can be matched with a particular lesson in recent editions of popular textbooks. After students have received instruction in a topic and worked some sample exercises, you might assign a puzzle along with a selection of textbook exercises, Students in the middle grades should begin to classify many mathematics problems and exercises into one of three categories: 1, MENTAL MATH. Problems for which an exact answer can be obtained mentally. 2. ESTIMATION. Problems for which an approximate answer, obtained mentally, is sufficient, e . TOOLS. Problems requiring an exact answer that cannot be obtained mentally. Students will use paper and pencil and/or calculators. ‘Some of the puzzles in this series focus specifically on one of these categories. A few puzzles actually present problems in all three categories and ask the student to make the classification. By the time they reach the middle grades, students should generally be permitted to use calculators for problems that require tools (Category 3). The most common argument against calculator use is that students will become overly dependent on them. This concern, though, appears to be based primarily on fear that students will rely on the calculator for problems in Categories 1 and 2, those that should be done mentally. To solve problems in Category 3, calculators are wonderful tools for computing. Students may also need paper and pencil to make diagrams, write equations, record resillts. etc., so they will need both kinds of tools. On the other hand. students should not need calculators for problems in Categories 1 and 2, problems that call for mental math or estimation. Skills in these areas are essential not only in daily life but also for the intelligent use of the calculator itself. The puzzles in this series reflect these three categories and the distinction between them. When students do use calculators, you may want to have them write down whatever numbers and operations they punch in and their answers, This makes it easier to identify the cause of any error and assists in class management. Even when students do mental math or estimation puzzles, have them write a complete list of answers and, where appropriate, the process used to get the answers. Encourage students to write each answer before locating it in the answer list. Students should complete all the exercises even if they discover the answer to the joke or riddle earlier. One advantage of using a puzzle as an assignment is that you can easily make a transparency of the page and display the exercises without having to recopy them on the board. You can then point to parts of a problem as you discuss it, It s often helpful to cut the transparency apart so that you can display exercises on part of the screen and write solutions on the remaining area. Other books by Steve and Janis Marcy published by Creative Publications Mathimagination Series in a Binder ‘Six books on basic math skills for grades 4-9 Pre-Algebra With Pizzazz! Series in a Binder Four books covering most topics in a pre-algebra curriculum Algebra With Pizzazz! 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Solve each problem and find your answer in the rectangle below. Cross out the box that contains your answer. When you finish, write the letters from the remaining boxes in the spaces at the bottom of the page. Larry bought 7 medium pizzas from Pizza Heaven. a. How many pieces did he get? b. What was the total cost? ® Sherry bought 1 small pizza and 1 medium pizza. a. How many pieces did she get? = b. What was the total cost? Pizza Heaven Perry bought 2 small and-3 large pizzas. Number | @ a. How many pieces did he get? Size of Pieces pice) b. What was the total cost? small 4 $5 () Mary bought 6 medium and 8 large pizzas. a. How many pieces did she get? medium 6 $7 b. What was the total cost? (© Barry bought 9 small and 4 medium pizzas. a. How many pieces did he get? b. What was the total cost? © Kerry bought 6 small pizzas for a group of 8 people. a. How many pieces did she get? b. 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Write the letter you circled in this box. commutative associative identity property property _ property “1/24+3=[ 1+2 TE Sem 2) 43+L |=39+ 43 A a ae) [3] 21+0=C_] —s [iA T 4| L_]+0=60 Ec N I | 5| (4+5)+6=44(5+ A E T 6| (74+ 29) +83=[ 1+ (29 + 83) ° T s | 7| 15 + (_]+ 6) = (15 +33) +6 R H | E— | | 8| 149+[ ]=149 L R | [9] 70+80=80+[ 1] N | T L jo| (__]+ 586 = 586 + 211 Z Y | RI[N 1) (64+19)+14=5+ (_J]+ 14) | E A Oo 12 + (64 + 55) = (37 + 64) + 55 A I U 13) 8+{ _J=43+8 | M | w/]B (14) 99+0=(_] E K D 15| 352+87=[__1+352 L M T 16) (93 +45) +[__]=93 + (45 + 68) R s B [7 +0=51 _F N R [18 | 75 + (225 + 30) = + 225) +30/ K H 5 2n1 “e ee “\r 74/17) 75) 19} 60$368.35 Do the exercises below and find your answers in the rectangle. Shade in each area containing a correct answer. You will discover what dentists hate! 347 664 780 869 + 125 + 298 © + 635 @ + 37 ® 6238 8,005 4,717 9,646 +:1,947 © + 9,375 + 7,638 + 956 54,728 77,436 13,721 38,964 + 5,703 @ 65,918 ® + 8,090 @, 47,276 $6.79 $54.0 $917.55 $726.16 eazece) + 19.45 ® + 63.84 @s 839,00 @) 6,346 + 879 4,807 + 25,798 $338.75 + $29.60 587 + 60,974 @) 8,416 + 907 @) 48,000 + 4,900y What Do You Get When You ... 1. Cross a rabbit with a lawn sprinkler? 14,232 54,820 94,700 1,502 46,840 6,289 39,880 94,700 54,820 12,105 2. Cross a kitten with’a Xerox® machine? 54,820 95,300 50,373 775 39,880 12,105 51,273 50,373 54,820 263,267 3. Cross two turkeys with a coal production company? 296 88,472 1,944 1,502 94,700 1,734 14,771 88,472 94,700 60,511 6,289 TO DECODE THE ANSWERS TO THESE THREE QUESTIONS: Do each exercise below and find your answer in the code. Each time the answer appears, write the letter of the exercise above it. © ® 7,446 1,078 ©) 48,350 468 980 5,456 9,666 + 32 + 3,679 + 8,237 + 2,495 © «ie @) 3,954 @ 81,449 @ 420671 337 629 198 90,553 85 588 6,756 52,896 + 462 + 9,061 + 74 + 77,147 (© 265 + 839 + 5,185 (M) 73 +24 +58 +96 + 45 ©) 43,706 + 49+ 6,618 (N) 863 + 72 + 36 + 904 + 69 Use the table at the right for the next three questions. Te What is the combined area of the two largest lakes? Great Lakes | (square miles) ———____ sqm | Be 940 ) What is the combined area of the three smallest lakes? me lee sami Michigan 22,400 (®) What is the combined area of all five lakes? Ontario | 7,540 sqmi | Superior | 31,81019) 199) 41881003 IW st JeyB1y ésiey jeBuy s! Jey6iy yonw MoH yonw mo} “yBly 199) OzE‘OZ SI ‘BovEWY YUON Ut YBIY 199} Z19'L SI ‘SeyeIS payUN ey UI JseyBiy OY) IsayGry ay) "eysery Ul Ao[UIYOW IW) “UBIY 189 Z00'6Z, IOJED Ul S}E4 ogaiy “YBIY 1984 1gz"E SI ‘PHOM St 'pHOM aut Ul Ule|UNoW IseyBIY ay) ysa19ng WN (7) eu) UI |/eYa}EM JsoyBly ayy ‘ejanzousA ut s|[e4 |eBUY ® za~ve9'et (H) zlL-91s'r Gh) zie'6-zs9'6 (M) az-vi'e @) b —- ——- ¢ szo'se — pLl'Bl — z6e's — S60'r — Zie'€ — P . ‘ < higes (4) zov'zs €) avez ©) ez'9 (v) nO) < 6006 — ele og'2s — 096 Z61 geez — 3 seze9s (0) egocs (3) vse () ess'z_ (H) cee =) su @ y Q a — z 68 — lye- ae — 6s — ly = se 2) eesis @) ares (1) srzs © zs = @) 19 @ ee ® A TENSES HEI IS HS i SA q (‘asio19xe ayy se aBed 94) Jo apis awes ey) UO SI asiOJaxe YORE 104 JemSUE al) “JeMSUE By) anoge x0q a4} U! 89] 8s!019x9 84) 9114\4 “aBEd ay Jo WoHog ay} 1e JOMSUE INO Puy pue asio!exe yoke oq | \%h ql 2D é2dL4 UO ¥[2YD Jo xog e y@g Os pig AYMy Did You Hear About A B c D E F G H 7 J K T Mi N 0 P a Ri 2 Do each exercise and find your answer in the appropriate answer column. Notice the word under the answer. Write this word in the box containing the letter of the exercise Answers J-R: 35,155 | 704 9,017 5,706 3,438 GO = 156 - 3 ~ 21928 ON 8,634 $728.75 NEW WHEN 37,655 @© 4449 8,001 (F) 70,360 70,290 RUN — 3,850 — 6,275 — 5,809 GROUND 599 $2,175 | SYSTEM TRACKS | 548 31,681 50,000 9,722,600 | $6,480 THE ~ 25,593 — 12,345 4,909,618 WHEELS 65,151 $37.65 CARS OVER 4,812,982 $47.29 $70.50 $800.00 $86.56 ALL OZ © | anes THEIR [1,726 $34.75 WITH AROUND | 6,088 (@) 5,280 - 394 @) 71,000 - 710 $739.75 THAT | © 10,101 6,666 ©®) $90.05 - $3.49 — 2778 | 7 : “ 4,886 SUBWAY | Ms. Twinkle bought a car for $15,000. Five years THE to later, she sold the car for $8,350. How much less | 4,837,982 ie $6,650 nine pete selling price than the original purchase ie 4,551 7 | Leonardo bought one oil painting for $3,150 and pene TRAINS cITy | another for $4,675. Later, he sold both paintings 5,578 together for $10,000. How much profit did $31.79 BIGGER Leonardo make? TOWN& What Do You Get When You Phone a Bee? Do each exercise and find your answer in the rectangle below. Cross out the box that contains your answer. When you finish, write the letters from the remaining boxes in the spaces at the bottom of the page. @ 3,817 ® 4,785 ® 94,276 + 5,966 — 1,397 + 8,059 = 70,831 4,674 ® 2,995 ® 56,148 @ 688914 8,493,281 386 661 392,806 + 8,270 + 7,549 + 45,777 4,087,556 + 2,269,449 ® 31,835 754,800 @) 905,416 @®) 5,000,500 — 14,908 - 61,922 — 398,067 - 27,534 Matt ordered a Galaxy Burger and a Milky Way Shake. Karen ordered @ Moon Burger and a large Space Drink @®)_How many calories were in Matt's meal? How many calories were in Karen's meal? G8) How many more calories were in Matt's meal than in Karen's meal? Jennifer ordered a Star Burger, Astro Fries, and a small Space Drink. Mike ordered a Galaxy Burger, Saturn Rings, and a Milky Way Shake. How many calories were in Jennifer's meal? G2) How many calories were in Mike's meal? How many more calories were in Mike's meal than in Jennifer's meal? Calorie Chart Galaxy Burgers item calories | Galaxy Burger Star Burger Moon Burger Astro Fries Saturn Rings Milky Way Shake Space Drink, large Space Drink, small | “Our Burgers Are Meteor’ eee 725 480 365 290 195 430 140 | 85 PH TH cr | ON EE uz | 00 692,878 | 3,388 | 650 | 4.913.966 | 14,960,286 | 495 | 525 | 505 cA ub LA co zy | ou BE | SI 66,157 | 64,358 1,350 4,972,966 | 14,920,286 | 9,783 507,349 1,280 ck en | ow | ac AL Ls 1 | IN 16,927 | 503,449 855 1,127,497 1,145,497 1,155, 11,651 | 102,335,Why Don’t Many Barbers Join the Army? Estimate each sum or difference. Circle the letter of the better choice. Write this letter in the box containing the number of the exercise. 1. 83 + 39 2. 34457 3.91 -62 ©) about 100 © about 90 © about 50 © about 120 about 120 © about 30 4. 47 + 252 5. 758-19 6. 517+ 184 © about 260 © about 710 @) about 700 @ about 300 (@) about 740 (N) about 900 7. 925 ~ 306 8. 1892-721 9. 288 + 4,109 (K) about 400 ©) about 1,500 (©) about 4,400 ©) about 600 QA) about 1,200 (@) about 4,800 10. 336 + 580 + 127 11, 8,195 + 7,606 12. 9,130 - 5,799 © about 1,000 © about 13,000 (R) about 3,000 ©) about 1,300 © about 16,000 W) about 1,000 13. 45,307 - 1,853 14, 29,974 — 6,838 15. 3,710 + 8,926 + 5,235 (©) about 40,000 @) about 23,000 (®) about 18,000 @ about 43,000 (R) about 26,000 © about 22,000 16. $7.84 + $9.15 17. $18.58 — $6.63 18. $1.98 + $22.09 + $4.67 ©) about $14 © about $10 (R) about $29 ©) about $17 @ about $12 ©) about $32 19. Valley Video owns 1,714 video tapes 20. Dinner costs $28.35. Tax and tip Of these, 288 are rented out. About together add $6.83. About how much - how many are not rented out? change should you get from a $50 bill? about 1,200 (€) about 1,400 © about$12 (A) about $15What Kind of Birds Jump Out of Airplanes? Solve each problem below and find your solution in the answer column. Write the letter of the answer in each box containing the number of the problem. @ Kent weighs 139 pounds and his bicycle weighs 31 pounds. Jill weighs 106 pounds and her bicycle weighs 28 pounds. How much greater is the combined weight of Kent and his bicycle than the combined weight of Jill and her bicycle? @) Janet and Andy bowled three games. Janet's scores were 119, 96, and 145. Andy's scores were 127, 74, and 88. How much greater was Janet's total score for the three games than Andy's total score? (3) Inthe three events of a weightlifting competition, Paul had lifts of 165, 290, and 259 pounds. Stan had lifts of 216, 344, and 243, pounds. How much greater was the combined total of Stan's three lifts than the total of Paul's three lifts? ® In his first year on the basketball team, Tim scored 196 points. in his second year he scored 85 more points than the first year. In his third year he scored 33 fewer points than the second year. How many points did Tim score in the third year? (HINT: First find how many points he scored the second year.) (© Inhis first year on the football team, Bill rushed with the ball 76 times for a total of 314 yards. In his second year, his rushing total was 68 fewer yards than the first year. In his third year, it was 127 yards more than the second year. How many yards did Bill rush in the third year? © Amy is training to run a marathon. During her five workouts last week, she ran distances of 18 miles, 15 miles, 12 miles, 17 miles, and 20 miles. How much greater is the combined distance of her five workouts than the marathon distance of 26 miles? @) Sue has chosen some new ski equipment to buy. The skis cost $296, the poles cost $35, and the boots cost $180. However, one store is offering a package deal price of $375 for all three How much money will Sue save by buying the package deal? © 248 @) 59 pounds @®) $136 ©) 36 pounds Oa 378 yards 237 89 pounds 56 miles $128 71 353 yards ° |?Why Is The Library Not Adding Any More Fairy Tales? For each exercise, write the missing number in the blank. Then select the property illustrated. CIRCLE the letter in the appropriate column next to the sentence. At the bottom of the page, find the box containing the number you wrote in the blank. Write the letter you circled in this box. commutative associative: identity zero property property Property Property 1[5x1=L_] L_| K A | E | 2|12xL_J= 12 I A | oO T .3/4x9=9x(] —E | D N G | 4[30xf_]=50x30 F P H B | 518x =0 [LA Oo T | 6 |(2x3)x7=2x(3xL_]) Cc T NZ iS | 7|(9x8)x20=9x(8xl_}) E A I Vv 8 | (43 x 21) x 37 =L_]x (21 x 37)|_N F R T 9/35 x 45 =[_]x 35 olf T L W/E ]x6=6x96 s |. R P nl7xt=-L J] N | F | T s 12|5 x (40 x 30) = (5 x[__]) x 30 T N | D G 13 |61 x (38 x _) = (61x 38) x59| A U R s 14 |[—] x (3 x 15) = (87 x 3) x 15 T [ej N R 15 |900 x 44 = —_]x 900 R | M Fo [oc /16 |_)x1= 161 I s i.e R [17 |(22x1)x9=C_Ix(1x9) | Lk P Xx T | 18|75 + (6x0) =[_]+0 N Q R fe | | | |TOPIC ab: Distributive Procerty € 6 G GG bL b SEL B B II EE (8 + L)Sze = x gz) + (2 x Sze) (9x61) + (_]x 61) = (9 + €€) XBL rev 2 Mb ie 2h S bh Oe S 4 88 Je 9 (og + 08) x § = (0S x) + (0B x (9g + 66) x Le = (9g x + (66 x 1€) (pz + 8€) x 28 = (_]x 28) + (8€ x 28) (—_) + $s) x 6 = (62 x 6) + (Gg x 6) (zi + €) x_]= (Zk x 02) + (€ x 02) (8 +9) x{_]= (8x) + (9) (6p x €) + (19 x €) = (6b + 19) x_] (2k x 02) + (6 x 024) = (_] + 6) X02 | (Ob x Sz) + (06 x[__) = (Ov + 08) x SZ (g¢xL_) + (8x9) =(¢+8)x9 (2x8) + (_]x8) = (z+ bh) x8 (] xg) + (xg) =(6 +4) xg (1x) + (9x€) =(2+9)xe W)O]ZI>jL JO] |L|x]O ja |N ec a +{) enoge 9sis0xe 9U} Jo 1819] 84} om ‘sieedde Jemsue ay) BW YORI “ANN, Papo ay} ul Jamsue JNOA Puy Uy} YaquINU Bulssiw ay} Ut jy ‘UOHENba YORE 404 ALedosd AAINQUISIP OY} aYe,\Snj|! SuoYeNbo Osey :AYNLOld SIHL JO FILL FHL IGOOAM OL ZOINIDIg STYL JO OTL Oy} ST eUM A-22 MIDDLE SCHOOL MATH WITH PIZZAZZ! BOOK A é aHow Can You Make An Elephant Fly? [ Follow the directions given for each section. Write the letter of each exercise in ] the box containing its answer. |. Use mental math to find the product. Under each exercise, show the order in which you multiplied. The first exercise is done as an example. @)2x13x5 @©2x79x5 ()43x5x2 (2x5) x13 = 130 (x )x = (A)5 66x20 25x 4x94 4x 14x5 @)21xsx4 (W)8x5x11 @©)5x32x6 (2 x 688 x 5 © 47 «2x50 (R) 50x 12x4 420 | 790 | 960 | 990 4.700 | 280 6,600 |2,400 | 130 [2,700] 440 [9,400 T 6,880 | 430 | ( II. Use mental math to find the product. Under each exercise, show how the distributive property can be used to multiply mentally. The first exercise is done as an example. ©3x43 (A) 5x34 4x92 (3x 40) + (3x 3) = 129 ( x _)+(_ x d= (@)7x23 ©2xe9 @6x65 @® 8x47 (R)5x 93 ©7x66 ()9x36 @4x78 ®)8x59 161 318 | 462 | 170 ot | se 178 | 422 | 312 seed ltezza laze 129 | 465 i | Eo00'000'8: (L) coo'o8! 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When you finish, the answer to the title question will remain—something you “auto” know! 1 | Lincoln Middle School bought one Pro 35-A [Click Photo Supply | camera and three Instazoom cameras from Click |g, SSS ce | item price Photo Supply. What was the total cost of this equipment? Pro 35-A camera $479 ~ Instazoom camera 136 Tim bought a Pro 35-A camera, a flash attachment,|| Flash attachment G and a 28 mm lens. Joe bought an Instazoom Tripod 27 camera and a tripod ] A. How much did Tim's equipment cost? | 200 mm telephoto lens 145 8. How much did Joe's equipment cost? [28mm wide angle lens 108 C. How much greater was the cost of Tim's equipment than Joe’s equipment? | Film is sold to Click Photo Supply with 6 rolls in a pack. There are 24 packs in a case. How many rolls of film are in 5 cases? Jessica shot 7 rolls of film with 24 pictures on each roll and 2 rolls with 36 pictures on each roll. How many pictures did Jessica take altogether? Jill shot 9 rolls of film with 36 pictures on each roll. Of these, 187 pictures were taken indoors. How many pictures were taken outdoors? Mark is sports photographer for the school yearbook. During the year, he took 277 pictures at football games, 382 pictures at basketball games, and 468 pictures at other sports events. Of these, 58 were actually printed in the yearbook. A. How many sports pictures did Mark take altogether? B. How many of Mark's pictures were not printed in the yearbook? 7 | Bills photo album has 39 pages with 8 pictures on each page and 25 pages with 4 pictures on each page. How many pictures are in Bill's album? § | Mavis photo album has 18 pages with 6 pictures on each page, 34 pages with 4 pictures on each page, and 10 pages with 1 picture on each page. How many pictures are in Mary's album? 9 Tom has a photo album with 80 pages. There are 48 pages with 5 pictures on each page. All the other pages have 3 pictures on each page. How many pictures are in Tom's album? 1,127 |