116pre Algtg

Mathematics 116
Supplementary
Materials
Pre-Algebra:
Strengthening
Arithmetic
Understanding
The Meaning of the Equal Sign,

Order of Operations and
Decomposition of Numbers
Teacher’s Guide
Prepared by:
1) Peter Balyta.....................Massey Vanier High School
2) George Calder..................Howard S. Billings High School
3) Andre Del Castilho...........Centennial Regional High School
4) Tony Rosciano..................Penfield Academy
5) Colin D’Souza...................Macdonald Cartier High School
Resource Personnel:
Françoise Boulanger........ MEQ
Louise Gauthier
Carolyn Gould..................South Shore School Board
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).
Introduction
The MEQ Curriculum makes the following statement with respect to

General Objective 1: To help students acquire skills prerequisite to the
study of algebra.
Mathematics 568-116 takes a two-step approach to preparing

students for the study of algebra: the first step involves facilitating the
transition to algebra by ensuring that the necessary arithmetic skills have
been mastered.
In step one the primary emphasis is on expanding the students’

understanding of the equal sign. To this end, certain aspects of Terminal
Objectives 2.1 and 2.2 not only give students the opportunity to apply the
rules for writing the order of operations, but also help them realize that the
equal sign does not mean “do this,” or “do that,” but rather the expression
on the right has the same value as the expression on the left and vice versa.
Equalities can be created through concrete application of the commutative,
associative and distributive properties, which are used extensively in
algebra.
At the Secondary 1 level, the arithmetic component is included not to

do calculations to obtain a single number answer but rather to prepare
students for working with algebraic expressions. For example, an answer
in algebra may be an expression of several terms rather than a single
number. Thus students should work on expressing numbers in different
forms using various operations. Eg. 30 = 22 × 5 + (12 – 2)
Considerable discussion may be required to agree on how to write

such arrangements so that they do actually make sense by giving correct
arrangements. This sort of activity not only gives the students experience
in manipulation but reveals the student’s grasp of the order in which
operations are done and the need for brackets – both useful skills for
algebra!
“The activities presented in these documents are meant to increase

the student’s knowledge of arithmetic so that this knowledge can be
transformed gradually so that they can build for themselves the notion of
an algebra equation or expression.
“By starting from arithmetic, the student can construct explicitly a

meaning for the algebraic equation, thus allowing the student to grasp the
concept intuitively before it becomes formalized symbolically. Such a
construction anchors the concept of equation in arithmetic, thereby
making the notion meaningful”1
1
Mathematics Teacher Novmber 1980, “Constructing Meaning for the Concept of Equation” Herscovics,
N. and C. Kieran.
Types of Activities
1. Expanding the Meaning of the Equal Sign
(1) Decomposition of Numbers
In doing the activities on pages 1 – 16, students move beyond

the notion tha tthe equal sign means “find the answer” to
manipulating numbers and operations to derive various
equivalent expressions.
(2) Identities
The notion of equality is expanded to include multiple

operations on both sides of the equal sign.
(3) Isolating a Term
It is difficult for students to be able to isolate a variable in an

equation when they have had no prior experience in doing this
with numbers.
– 1 –
“Today is the 10th day of the month.”
1. (a) Express this number in 5 different ways.

Example: 10 = 8 + 2
i. 10 = 2 × 5 ii. 10 = 7 + 3 iii. 10 = 20 ÷ 2
iv. 10 = 1 × 10 v. 10 = 12 – 2
(b) Express this number (in 5 different ways) using 1 addition and
1 subtraction.
Example: 10 = 7 + 5 – 2
i. 10 = 12 + 2 – 4 ii. 10 = 9 + 6 – 5 iii. 10 = 7 + 4 – 1
iv. 10 = 6 + 7 – 3 v. 10 = 5 + 11 – 6
(c) Express this number (5 different ways) using 1 addition and 1

multiplication.
Example: 10 = 6 + 2 × 2
i. 10 = 4 + 3 × 2 ii. 10 = 0 + 5 × 2 iii. 10 = 2 + 2 × 4
iv. etc. v. etc.
(d) Express this number (5 different ways) using 1 division and 1
subtraction.
Example: 10 = 30 ÷ 2 – 5
i. 10 = 22 ÷ 2 – 1 ii. 10 = 36 ÷ 3 – 2 iii. 10 = 24 ÷ 2 – 2
iv. etc. v. etc.
(e) Express this number (5 different ways) using any 3 operations.

Example: 12 ÷ 2 + 7 – 3 = 10
i. 10 = 4 × 2 + 5 – 3 ii. 10 = 30 ÷ 6 + 7 – 2 iii. etc.
iv. etc. v. etc.
(f) Express this number (5 different ways) using all 4 operations.

Example: (3 × 5 –1) ÷ 2 + 3 = 10
i. 4 × 7 ÷ 14 – 1 + 9 = 10 ii. etc. iii. etc.

iv. etc. v. etc.
.../2
– 2 –
“Today is the 10th day of the month.”
(g) Express this number (in 5 different ways) using 2 operations

and 1 set of parenthesis.
Example: 10 = (2 + 3) × 2
i. 10 = (10 – 5) × 2 ii. 10 = (4 + 6) ÷ 1 iii. etc.

iv. etc. v. etc.
(h) Express this number (in 5 different ways) using at least one
exponent.
Example: 10 = 32 + 1
i. 10 = 23 + 2 ii. 10 = 42 – 6 iii. etc.
iv. etc. v. etc.
(i) Express this number (5 different ways) using at least 2

exponents and other operations.
Example: 3 2 + 12 = 10
4 2 – 22 = 10
i. 2 3 + 21 = 10 ii. 3 2 + 30 = 10 iii. etc.
iv. etc. v. etc.
(j) Express this number (5 different ways) using at least 1 decimal.

Example: 10 = 4.5 ÷ 0.9 + (3 + 2)
i. 10 = 5.1 + 4.9 ii. 10 = 6.6 ÷ 1.1 + 4
iii. etc. iv. etc.
v. etc.
(k) Express this number (5 different ways) using:

• the 4 operations (+, –, ×, ÷ )
• at least 1 exponent
• at least 1 decimal
• at least 1 set of parenthesis
Example: 10 = (3 + 2 – 1) ÷ 23 + (0.6 × 10) + 3
i. answers will vary ii. _________________________
iii. _________________________ iv. _________________________
v. _________________________
.../3
– 3 –
(Group work.)
2. Given the numbers 3, 4 and 5. Using any combination of the

operations + , – , × , ÷ and any exponentiation, form an
expression whose answer is:
(answers will vary)
(a) 60 = 5 × 4 × 3
(b) 8 = 42 – 3 – 5
(c) 144 = 53 + 42 +3
(d) 48 = 42 × 3 × 5 0
3. Given the numbers 6, 7 and 8. Using any combination of the

operations + , – , × , ÷ and exponentiation, form an expression
whose answer is:
(Parentheses are permitted as well.)
(a) 2 = (8 + 6) ÷ 7
(b) 104 = (7 + 6) × 8
(c) 441 = (8 + 7 + 6)2
(d) –5 = 8 - 7 - 6
(e) 2.5 = (8 + 7) ÷ 6
.../4
– 4 –
Decomposition of Negative Numbers
4. Express –8 in 5 different ways using only 1 addition and 1

subtraction.
i. –8 = –3 + 4 – 9 ii. –8 = –4 + 5 – 9 iii. etc.

iv. etc. v. etc.
5. Express –10 in 5 different ways using only 1 addition and 1

multiplication.
i. –10 = –2 + –4 × 2 ii. –10 = (–3)2 + –19 iii. –10 = 3 × 3 – 19

iv. etc. v. etc.
6. Express –10 in 5 different ways using only 1 division and 1

subtraction.
i. –10 ÷ 2 – 5 = –10 ii. –27 ÷ 3 – 1 = –10 iii. etc.

iv. etc. v. etc.
7. Express –8 in 5 different ways using only 2 operations and 1 set of

parenthesis.
i. (–3 + 5) × –4 = –8 ii. (–2 – 14) ÷2 = –8 iii. etc.

iv. etc. v. etc.
8. Express –13 in 5 different ways using all 4 operations.
i. –5 × 2 + –10 ÷ 5 – 1 = – 13 ii. (–6 × 3 + 10 – 5) ÷1 = –13

iii. etc. iv. etc.
v. etc.
.../5
– 5 –
Decomposition of Rational Numbers
1
9. Express as the sum of 2 fractions in 5 different ways.
2
1 1 1 1 3 2 1 1 1
i. = + ii. = + iii. = +
2 4 4 2 10 10 2 6 3
1 5 1
iv. = + v. etc.
2 12 12
4
10. Express as the difference of 2 fractions in 5 different ways.
5
4 7 3 4 15 3 4 13 5
i. = – ii. = – iii. = –
5 5 5 5 15 15 5 10 10
4 1 1
iv. = – v. etc.
5 1 5
5
11. Express as the product of 2 fractions in 5 different ways.
8
5 1 5 5 2 5 5 5 1
i. = × ii. = × iii. = ×
8 2 4 8 4 4 8 2 4
iv. etc. v. etc.
7
12. Express as the quotient of 2 fractions in 5 different ways.
10
7 1 1 7 1 2 7 3 3
i. = ÷ ii. = ÷ iii. = ÷
10 10 7 10 10 14 10 10 7
7 5 5
iv. = ÷ v. etc.
10 10 7
.../6
– 6 –
“Names for 100!”
13. State an expression for 100 that uses:
(a) addition Example: 100 = 98 + 2
(b) subtraction 100 = 150 – 50
(c) multiplication 100 = 10 × 10
(d) addition and multiplication 100 = 25 × 3 + 25
(e) division 100 = 1000 ÷ 10
(f) exponentiation 100 = 102
(g) exponentiation and subtraction 100 = 112 – 21
1 1 1
(h) division with fractions 100 = 10 ÷ or ÷
10 10 1000
(i) multiplication with decimals 100 = 1000 × 0.1
(j) negative integers and addition 100 = –40 + 140
(k) negative decimals and multiplication –2.5 × –40
1 1
(l) negative fractions and subtraction –10 – –110
2 2
1 1
(m) negative fractions and division – ÷–
10 1000
.../7
– 7 –
14. Make change for $1 in 5 different ways.
(a) $1 = 4 × 0.25 (b) $1 = 2 × .10 + 0.50 + 0.25 + 0.05

(c) $1 = 2 × 0.25 + 0.50 (d) $1 = 4 × 0.10 + 7 × 0.05 + 0.25
(e) $1 = 7 × 0.10 + 0.25 +0.05
15. Make change for $0.90 using only nickels and dimes in 5 different
ways.
(a) $0.90 = 6 × 0.05 + 6 × .10 (b) $0.90 = 5 × 0.10 + 8 × 0.05

(c) $0.90 = 7 × 0.10 + 4 × 0.05 (d) $0.90 = 8 × 0.10 + 2 × 0.05
(e) $0.90 = 1 × 0.10 + 16 × 0.05
16. John has 16 coins in quarters, nickels and pennies. If the total value
is $2.28, how many coins of each does he have? 8Q 5N 3P
17. Find the least number of coins needed to total $1.87. (Use only
quarters, dimes, nickels and pennies.) 7 Q 1D 2 P
18. Given the perimeters find the missing sides for each figure. (The
lengths are all whole numbers.) (Answers will vary.)
(a) P = 17 cm a = 3, b = 4 (b) P = 26 cm b = 5, a = 3 or a = 5, b = 4
a
a b
(c) P = 20 cm a = 2, b = 5, c = 3 (d) P = 27 cm a = 6, b = 3, c = 2
b
5
a
a
b d
c order can vary order can vary

.../8
– 8 –
19. There are four possible scoring plays in an NFL football game.
T o u c h d o w n . . . . . . . . . . . . . . . . . . . . . .6 points
Point After Touchdown...... 1 point
Field Goal........................3 points
S a f e t y . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 points
(a) List four ways that a team could score 11 points.

I II III IV
1 TD (6) 1 TD (6) 3 FG (9) 4 S (8)
1 PaTD (1) 1 FG (3) 1 S (2) 1 FG (3)
2 S (4) 1 S (2)
(b) It is not possible to obtain a final score of 1 point. Are there

any other final scores which are impossible? 1
(c) If the 2-point safety did not exist, list 5 scores that would not
be possible. 1, 2, 4, 5, 8
(d) If the 3-point field goal did not exist, list 4 scores that would
not be possible. 1, 3, 5
(e) List 12 scores that cannot be made if a team doesn’t score a

safety or a field goal. 1, 2, 3, 4, 5, 8, 9, 10, 11, 15, 16, 17
20. The following are ways of obtaining points in a basketball game.
Free Throw...................1 point

Regular Shot................ 2 points
3-Point Shot.................3 points
(a) List 5 ways a team could score 21 points.

7 × 3, 10 × 2 + 1, 21 × 1, 9 × 2 + 3, (1 × 11) + (5 × 2) answers will
vary
(b) If the free throw did not exist, would any scores be impossible
to obtain?
(c) A team’s final score was 25 points. They had four 3-point shots.
Given that both free throws and regular shots were taken, what
are the possible combinations needed in order to obtain the 25
points?
(5 × 1) + (4 × 2), (5 × 2) + (3 × 1), (11 × 1) + (1 × 2)
(1 × 1) + (6 × 2)), (3 × 2) + (7 × 1), (9 × 1) + (2 × 2)
.../9
– 9 –
21. Mike and Dave’s Day at the Golf Course
1st Hole
Par 5
2nd Hole
Legend
Par 3
B i r d y . . . . . – 1 means 1 stroke less than par
B o g e y . . . . + 1 means 1 stroke more than par
E a g l e . . . . . – 2 means 2 strokes less than par
Double
B o g e y . . . . + 2 means 2 strokes over par
3 rd Hole
Par......... 0
Par 4
Note: The player with the lowest score wins.
(a) If on the first hole you scored a double bogey, how many
strokes did it take you to sink the ball? 7
(b) At what hole would you be at if it took you four strokes to sink
the ball and you ended up with a bogey? 2nd
(c) On the first hole Dave had an eagle. On the same hole Mike
had a birdy. Who had the better score? Dave
(d) Dave scored an eagle on the first hole, a par on the second and
a birdy on the third hole. What was his final score? 3 + 3 + 3 = 9
(e) After a round of three holes, who had the better score card?
Dave Mike
1st Hole.....Birdy 4 1st Hole.....P a r 5
2nd Hole.... Birdy 2 2nd Hole.... Double Bogey 5
3rd Hole.....Birdy 3 9 3rd Hole.....Birdy 3 13
Dave
(f) At the end of the game Dave obtained the following results:
1st Hole.....P a r 5
2nd Hole.... Birdy 2
3rd Hole.....Birdy 3 10
What possible combinations might appear on Mike’s score card

if he won the game? Eagle on all 3 holes. Birdy, Birdy, Eagle.
Birdy on all 3 holes. Birdy, Eagle, Eagle.
.../10
– 10 –
22. Place the numbers 1, 4, 6, 7, 8, 9 and 10 in the circles to make each

side of the pentagon add to 19.
8
5
6
1
4
10
9 2
3
7
.../11
– 11 –
Create an identity where both sides of the “=” sign are equal to the given
number.
Example: The number is 10. Use 1 addition on 1 side and 1 subtraction

on the other.
8 + 2 = 12 – 2
14 – 4 = 6 + 4
17 – 7 = 1 + 9
23. Express 20 with an identity using 1 multiplication on one side and 1

division on the other side of the equal sign.
a) __________________________________________________________________
b) __________________________________________________________________
c) __________________________________________________________________
24. Express 15 with an identity using 1 addition and 1 subtraction on

both sides of the equal sign.
a) __________________________________________________________________
b) __________________________________________________________________
c) __________________________________________________________________
25. Express 24 with an identity using 1 multiplication and 1 division on

both sides of the equal sign.
a) __________________________________________________________________
b) __________________________________________________________________
c) __________________________________________________________________
.../12
– 12 –
26) Express 36 with an identity using 1 addition and 1 multiplication on

both sides of the equal sign. (Remember the order of operations.)
a) 4 + 8 × 4 = 6 × 5 + 6
b) __________________________________________________________________
c) __________________________________________________________________
27) Express 5 with an identity using 1 division and 1 subtraction on both

sides of the equal sign. (Remember the order of operations.)
20
a) – 5 = 8 – 12 ÷ 4
2
b) __________________________________________________________________
c) __________________________________________________________________
28) Express 8 with an identity using 3 different operations on both sides

of the equal sign. (Remember the order of operations.)
a) 3 × 4 – 20 ÷ 4 = 35 ÷ 7 + 3 × 1
b) __________________________________________________________________
c) __________________________________________________________________
29) Express 6 with an identity using 3 different operations on both sides

of the equal sign. (Remember the order of operations.)
20
a) + 18 – 7 = –9 + 3 + –6 × –2
–4
b) __________________________________________________________________
c) __________________________________________________________________
.../13
– 13 –
30. Rearrange the given numbers to make a true statement.
(a) 12 = 3 + 2 + 7
eg. i. 7 = 12 – 3 – 2 ii. 2 = 12 – 3 – 7
iii. 3 = 12 – 2 – 7
(b) 15 = 5 + 3 + 7
i. 5 = 15 – 3 – 7 ii. 3 = 15 – 5 – 7
iii. 7 = 15 – 5 – 3
(c) 123 = 50 + 25 + 30 + 18
i. 50 = 123 – 25 – 30 – 18 ii. 30 = 123 – 50 – 25 – 18
iii. 25 = 123 – 50 – 30 – 18 iv. 18 = 123 – 50 – 25 – 30
(d) 120 = 5 + 15 +110 – 10
i. 5 = 120 – 15 – 110 + 10 ii. 15 = 120 – 5 – 110 + 10
iii. 110 = 120 – 5 – 15 + 10 iv. 10 = 5 + 15 + 110 – 120
(e) 93 = 90 + 13 – 10
i. 90 = 93 + 10 – 13 ii. 10 = 90 + 13 – 93
iii. 13 = 93 + 10 – 90
(f) 20 = 14 + 12 – 6
i. 14 = 20 – 12 + 6 ii. 12 = 20 – 14 + 6
iii. 6 = 14 + 12 – 20 iv. –6 = 20 – 14 – 12
.../14
– 14 –
(g) 17 = 7 + 11 – 1
i. 7 = 17 – 11 + 1 ii. 11 = 17 – 7 + 1
iii. 1 = 7 + 11 – 17 iv. –1 = 17 – 7 – 11
(h) 18 = 6 × 3
i. 6 = 18 ÷ 3 ii. 3 = 18 ÷ 6
(i) 18 = 2 × 9
i. 2 = 18 ÷ 9 ii. 9 = 18 ÷ 2
1
(j) 20 = 40 ×
2
1 1
i. 40 = 20 ÷ ii. = 20 ÷ 40
2 2
1
(k) 10 = 30 ×
3
1 1
i. 30 = 10 ÷ ii. = 10 ÷ 30
3 3
(l) 49 = 2 × 24 + 1
i. 1 = 49 – (2 × 24) ii. 2 = (49 – 1) ÷ 24
iii. 24 = (49 – 1) ÷ 2
.../15
– 15 –
(m) 25 = 3 • 6 + 7
i. 7 = 25 – (3.6) ii. 3 = (25 – 7) ÷ 6
iii. 6 = (25 – 7) ÷ 3
(n) 30 = (2) (5) + 20
i. 2 = (30 - 20) ÷ 5 ii. 5 = (30 - 20) ÷ 2
iii. 20 = 30 – (2 • 5)
(o) 26 = 2 • 12 + 5 – 3
i. 5 = 26 + 3 – (2 • 12) ii. 3 = 2 • 12 + 5 – 26
iii. 2 = (26 – 5 + 3) ÷ 12 iv. 12 = (26 – 5 + 3) ÷ 2
(p) 22 = (2) (13) – 4
i. 13 = (22 + 4) ÷ 2 ii. 2 = (22 + 4) ÷ 13
iii. 4 = 2 • 13 – 22
(q) 88 = 3 × 33 – 11
i. 11 = 3 × 33 – 88 ii. 33 = (88 + 11) ÷ 3
iii. 3 = (88 + 11) ÷ 33
(r) 3 (5 + 2) = 21
i. 3 = 21 ÷ (5 + 2) ii. (5 + 2) = 21 ÷ 3
iii. 5 = 21 ÷ 3 – 2 iv. 2 = 21 ÷ 3 – 5
.../16
– 16 –
(s) 6(4 + 3) = 42
i. 6 = 42 ÷ (4 + 3) ii. (4 + 3) = 42 ÷ 6
iii. 4 = 42 ÷ 6 – 3 iv. 3 = (42 ÷ 6) – 4
(t) 3 (8 – 2) = 18
i. 3 = 18 ÷ (8 – 2) ii. (8 – 2) = 18 ÷ 3
iii. 8 = 18 ÷ 3 + 2 iv. 2 = 8 – (18 ÷ 3)
v. –2 = 18 ÷ 3 – 8
(u) 7 (9 – 3) = 42
i. 7 = 42 ÷ (9 – 3) ii. (9 – 3) = 42 ÷ 7
iii. 9 = 42 ÷ 7 + 3 iv. 3 = 9 – (42 ÷ 7)
v. –3 = 42 ÷ 7 – 9
5 1 1
(v) = +
6 3 2
1 5 1 1 5 1
i. = – ii. = –
3 6 2 2 6 3
6 1 1
(w) = +
8 2 4
1 6 1 1 6 1
i. = – ii. = –
4 8 2 2 8 4

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Mathematics 116

The Meaning of the Equal Sign,

The MEQ Curriculum makes the following statement with respect to

Mathematics 568-116 takes a two-step approach to preparing

In step one the primary emphasis is on expanding the students’

At the Secondary 1 level, the arithmetic component is included not to

Considerable discussion may be required to agree on how to write

“The activities presented in these documents are meant to increase

“By starting from arithmetic, the student can construct explicitly a

1. Expanding the Meaning of the Equal Sign

(1) Decomposition of Numbers

In doing the activities on pages 1 – 16, students move beyond

The notion of equality is expanded to include multiple

(3) Isolating a Term

It is difficult for students to be able to isolate a variable in an

1. (a) Express this number in 5 different ways.

(c) Express this number (5 different ways) using 1 addition and 1

(e) Express this number (5 different ways) using any 3 operations.

(f) Express this number (5 different ways) using all 4 operations.

i. 4 × 7 ÷ 14 – 1 + 9 = 10 ii. etc. iii. etc.

(g) Express this number (in 5 different ways) using 2 operations

i. 10 = (10 – 5) × 2 ii. 10 = (4 + 6) ÷ 1 iii. etc.

(i) Express this number (5 different ways) using at least 2

(j) Express this number (5 different ways) using at least 1 decimal.

(k) Express this number (5 different ways) using:

2. Given the numbers 3, 4 and 5. Using any combination of the

(answers will vary)

3. Given the numbers 6, 7 and 8. Using any combination of the

(Parentheses are permitted as well.)

(c) 441 = (8 + 7 + 6)2

Decomposition of Negative Numbers

4. Express –8 in 5 different ways using only 1 addition and 1

i. –8 = –3 + 4 – 9 ii. –8 = –4 + 5 – 9 iii. etc.

5. Express –10 in 5 different ways using only 1 addition and 1

i. –10 = –2 + –4 × 2 ii. –10 = (–3)2 + –19 iii. –10 = 3 × 3 – 19

6. Express –10 in 5 different ways using only 1 division and 1

i. –10 ÷ 2 – 5 = –10 ii. –27 ÷ 3 – 1 = –10 iii. etc.

7. Express –8 in 5 different ways using only 2 operations and 1 set of

i. (–3 + 5) × –4 = –8 ii. (–2 – 14) ÷2 = –8 iii. etc.

8. Express –13 in 5 different ways using all 4 operations.

i. –5 × 2 + –10 ÷ 5 – 1 = – 13 ii. (–6 × 3 + 10 – 5) ÷1 = –13

Decomposition of Rational Numbers

iv. etc. v. etc.

“Names for 100!”

13. State an expression for 100 that uses:

(a) addition Example: 100 = 98 + 2

(b) subtraction 100 = 150 – 50

(c) multiplication 100 = 10 × 10

(d) addition and multiplication 100 = 25 × 3 + 25

(e) division 100 = 1000 ÷ 10

(f) exponentiation 100 = 102

(g) exponentiation and subtraction 100 = 112 – 21

(i) multiplication with decimals 100 = 1000 × 0.1

(j) negative integers and addition 100 = –40 + 140

(k) negative decimals and multiplication –2.5 × –40

14. Make change for $1 in 5 different ways.

(a) $1 = 4 × 0.25 (b) $1 = 2 × .10 + 0.50 + 0.25 + 0.05

(a) $0.90 = 6 × 0.05 + 6 × .10 (b) $0.90 = 5 × 0.10 + 8 × 0.05

c order can vary order can vary

(a) List four ways that a team could score 11 points.

(b) It is not possible to obtain a final score of 1 point. Are there

(e) List 12 scores that cannot be made if a team doesn’t score a