What division problem equals the number twelve?

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then answer is 144 divided by 12 equals 12

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How do you write twelve twenty fifths in decimal form using division?

Twelve twenty fifths is a fraction, twelve over twenty-five. Since a fraction represents a division problem, your denominator 25 would be you divisor and you numerator 12 would be you dividend. 12 divided by 25 = 0.48 (your answer as a decimal)

How do you turn 12 over 4 into a whole number?

Twelve over four is the same thing as twelve divided by four. This equals 3.

How many in 12 dozen?

A dozen is twelve, so twelve dozen equals twelve times twelve.

What is one third of twelve and why?

One third of twelve is four because twelve divided by three equals four.

What minus twelve equals 3?

How can you write 12n equals 108 in a word problem.

Twelve times a number is one hundred and eight.

What is twelve over twelve as a mixed number?

Twelve over twelve as a mixed number can't appear as a mixed number like one and three fourths, so twelve over twelve equals a whole, or AKA, 1. There's your answer.

How do you solve this equation x over 9 equals 12?

x/9=12 multiply both sides by 9, giving x=108 ____________________________________________________________________ To solve the problem 'x over nine equals twelve', you must first recognize that any number over another number (which includes variables) is a division problem. Thus, all fractions are division problems. You have to multiply by the reciprocal, and multiplication is the opposite of division, and the reciprocal in this case would be 9/1, or just 9. You must apply this to both sides of the equation, so x/9 times 9 is x, and 12 times 9 is 108. Therefore, x =108.

Complete the pattern. twelve equals 6.six equals 3..eight equals?

5. It's the number of letters.

What is the answer to twelve plus a number x if x equals nine?

What is twelve subtracted from a number equals 25.

37 37-12 = 25

What number when multiplied by twelve equals fifty-four?

54 ÷ 12 = 41/2 = 4.5

Twelve less than a number equals 25. What is the number?

X-12=25 = 25+12= x(37)

Is twelve a rational number?

Yes. Any number which can be expressed as a division of two integers is called a rational number. 12 = 12/1 is clearly rational.

How do your reduce zero over twelve?

zero divided by any non-zero number equals zero.

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10 Divided by What Equals 12?

10 divided by what equals 12? In this problem, we’re trying to find out what value we can divide 10 by to make 12 equal parts.

Setting up the problem:

In a problem like this, the “what” means that we’re working with a variable. The most common variable used in math is “x”. So we could say what number, x can we divide 10 by to equal 12?

Solving 10 Divided by What Equals 12

Here’s how you would set up this question as an equation:

10 x = 12 \frac{10}{x} = 12 x 10 ​ = 12

The goal of the problem is to solve for x. To do this we need to change the equation so that x is alone on one side of the equation.In this case, it can be done in two steps. The first step is to multiply both sides by x to isolate 10:

10 = 12 ∗ x 10 = 12*x 10 = 12 ∗ x

Then we can isolate x on the right side of the equation by dividing both sides by 12:

10 12 = x \frac{10}{12} = x 12 10 ​ = x

When we simplify the new equation, we can solve for x. In this example, we will round to the nearest three decimal places if that’s needed.

x = 0.833 x = 0.833 x = 0.833

Practice Other Division Problems Like This One

If this problem was a little difficult or you want to practice your skills on another one, give it a go on any one of these too!

  • What divided by 73 equals 37?
  • 46 divided by what equals 17?
  • What is 20/11 divided by 79?
  • What is 16/2 divided by 13/4?
  • What is 85 divided by 18/17?

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1 divided by what equals 12?

1 divided by what equals 12? If you're looking to solve this word problem then you're in the right place. If you have the number 1 and you want to divide it by something to get the answer 12 then this quick equation lesson will show you exactly how to find that missing number "something".

First of all, we can write this problem out and use the letter X to be the missing number we want to try and find:

The first step is to multiply both sides of this equation by the missing number X. We don't know what X is yet, so we do this by adding X in brackets:

If you're new to equations this might look a little confusing but all we are really saying is that 1 is the same as 12 times X.

To find X, we need to divide both sides by our final answer, 12:

So, our final answer here to 1 divided by what equals 12 is:

In these answers we round them to a maximum of 4 decimal places because some calculations might have long decimal answers. If you want to check whether the answer is close, you can divide 1 by 0.0833:

Hopefully now you know exactly how to work out math problems like these yourself in future. Could I have just told you to divide 1 by 12? Yes, but aren't you glad you learned the process?

Give this a go for yourself and try to calculate a couple of these without using our calculator. Grab a pencil and a piece of paper and pick a couple of numbers.

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Tell me a division problem that the answer is 3 r 12

1 expert answer.

division problems that equal 12

Patrick B. answered • 01/29/19

Math and computer tutor/teacher

84 cans of soda pop....

put them in 24 packs....

24 cans in each pack

84 divided by 24 is 3 with a remainder of 12.

You can fill 3 x 24 packs and 1 x 12 pack

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Equal sets (easy multiplication and division)

In this unit students explore multiplication by finding totals in ‘sets of equal sets’ contexts. Students also encounter division through forming equal sets.

  • Use multiplication by two, five and ten to solve problems with equal sets.
  • Use multiplication two, five and ten to solve division problems with equal sets.
  • Pose multiplication and division problems.
  • Record working with multiplication and division using diagrams and equations.

Multiplication is used in many different situations and its basic concept is important in both its practicality (how much do 4 ice creams cost at $2 each) and efficiency (it is quicker to determine 4 x 2 than to calculate 2 + 2 + 2 + 2). In turn, students think about multiplication as a short way to find the result of repeated addition of equal sets.

One context for exploring multiplication is rates. A rate problem involves a statement of ‘so many of one quantity for so many of another quantity.’ All multiplication situations contain some form of rate. At Level 2, the problems usually pertain to equal sets or measurement. Take this example:

  • Lena buys six bags of biscuits. Each bag contains four biscuits. How many biscuits does she buy altogether?

This is an equal sets problem that contains the rate ‘four biscuits for every bag'.

A measurement rate problem is usually something like this:

  • Hone’s kumara plant grows five centimetres each week after it sprouts. How long will his plant be after six weeks?

The rate in Hone’s problem is 'five centimetres for every week'.

Students should be encouraged to use a variety of materials and mathematical equations to represent rates and solve multiplication problems. These representations help students see the multiplicative structure that is common to a variety of problems and assist them in transferring their understanding to unfamiliar situations. This is made easier as students learn to record their working and answers using diagrams and equations. For example, by modelling two different situations as 4 x 3 = 12 students develop understanding of what is the same and different about the two situations.

Division is the inverse operation to multiplication which means division undoes multiplication (and vice versa). This means that as 3 x 4 = 12, 12 ÷ 3 = 4. The effect of multiplying by three then dividing by three leaves four unchanged.

Division has two forms partitive (sharing) and quotative (measuring). This unit develops measurement division, using multiplication facts. A typical measurement division problem is something like '12 things are put into sets of three. How many equal sets are made?' Note that students tend to be more familiar with sharing situations (e.g.12 things are shared equally into three sets. How many things are in each set?)

This unit can be differentiated by varying the scaffolding provided to make the learning opportunities accessible to a range of learners. For example:

  • accepting students’ use of counting and equal addition strategies to solve multiplicative problems, while encouraging them to learn and apply multiplication facts
  • encouraging and teaching students to use materials and diagrams to support their thinking
  • using strategies like masking materials, and ‘think what will happen’, to encourage students to anticipate the results of actions
  • providing opportunities for individual, grouped, and paired work
  • strategically organising students into groupings in order to encourage peer learning, scaffolding, and extension
  • working alongside individual students (or groups of students) who require further support with specific area of knowledge or activities.

This unit uses an authentic science context of kōura (freshwater crayfish). If the context is inappropriate for your students, choose familiar contexts that include multiplicative situations to appeal to students’ interests and experiences and encourage engagement. Examples may include:

  • lines of students in kapa haka groups
  • collecting bags of pipi or other shellfish
  • crews of students racing in waka ama
  • loaves of bread for a school or community event
  • groups of people travelling in vans, cars or buses
  • preparing bundles of harakeke for weaving.

Te reo Māori kupu such as tatau (count), whakarea (multiply, multiplication), and whakawehe (divide, division) could be introduced in this unit and used throughout other mathematical learning. 

  • Counters (cubes, counters, toy animals, etc.)
  • Calculators
  • A die with faces labelled “2, 2, 5, 5, 10, Choose”, or a set of cards with the same labels (four of each)
  • Copymasters One , Two (printed onto card or laminated), Three , Four , and Six
  • Game boards and cards created from Copymaster Five
  • PowerPoints One , Two , and Three

Session One

In this session students are introduced to the context of kōura (freshwater crayfish). They are challenged to solve equal sets problems related to this context. Identify any misconceptions and either address them as they occur, or use them to plan a review for the start of the next session.

  • Use PowerPoint One to introduce the context of kōura (freshwater crayfish). Videos of kōura can be found online to motivate and inform students. You may wish to look at the Department of Conservation page on kōura . Draw also on your students' experiences related to kōura and on the knowledge of local experts.
  • The problems are based around an equal number of kōura in each pond. Use think (individual), pair (with a partner), share (whole class) to work on each problem. Allow students access to materials such as cubes, counters, toy creatures, etc. You might work through one problem as a whole class and gradually release the level of responsibility your students have with each problem.
  • Equal addition can be used to solve multiplication problems. However, multiplication is more efficient, for example, knowing 6 tens equal 60 is better than counting 10, 20, 30, …, 60.
  • Equal groups can be grouped to make calculation easier, for example, 8 fives can be regrouped as 4 tens.
  • Addition and multiplication equations can be used to represent the same situation, for example, 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18 can be written as 9 x 2 = 18. Note that the first factor is the multiplier, representing the number of equal sets.
  • Encourage students to share their calculation strategies and record their calculations using addition and multiplication equations. Emphasise the brevity of multiplication equations compared to the equivalent repeated addition equation.
  • Do they create easier factors like two, five, or ten?
  • Do they rely on the use of materials and diagrams?
  • Are they clear of the meaning of each factor? (Multiplier is the number of ponds and the multiplicand is the number of kōura in each pond).
  • Ask students to share their problem with a partner. Choose a couple of problems for the whole class to solve. Slide Nine can be used to create pictures of problem situations.
  • Use the meaning of factors to compare total numbers, for example, 4 x 9 is greater than 9 x 3.
  • Use a systematic approach to find missing factors, for example, 1 x 20, 2 x 10, 4 x 5. Will [ ] ×3=20 have any whole number answers?

Session Two

In this session students build up their knowledge of x2, x5, and x10 facts and the commutative property. Remembering those basic facts gives them knowledge from which they can create ‘new’ facts.

  • Review the problems introduced yesterday and any misconceptions.
  • Introduce subitising cards for two, five, and ten kōura ( Copymaster Two ). Flash the cards at your students to see if they can instantly say the number of kōura, hold up that many fingers, write the number in the air, etc. Tell the students what you want them to do before showing them the cards.
  • Put your students into groups of three and distribute ten of each card. Ask the students to put the cards in stacks of the same number, twos, fives, and tens. “We’re going to play a game called Make That Many. I will write a number and I want your group to make that many kōura with your cards.”
  • Write up these numbers, one at a time, and have students make the number with cards. 10               12               20                   15               13                   25
  • After each number record the ways students created the number using equations. Note that not all ways use multiplication. Possible examples are show below:

10 – 1 x 10, 5 + 5 (2 x 5), 2 + 2 + 2 + 2 + 2 (5 x 2) 12 – 10 + 2, 5 + 5 + 2, 2 + 2 + 2 + 2 + 2 + 2 (6 x 2) 20 – 10 + 10 (2 x 10), 10 + 5 + 5, 5 + 5 + 5 + 5 (4 x 5),  2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 (10 x 2), etc. 15 – 10 + 5, 5 + 5 + 5 (3 x 5), 2 + 2 + 2 + 2 + 2 + 5 13 – 2 + 2 + 2 + 2 + 5, A prime number, not possible with x2, x5 or x 10. 25 – 10 + 10 + 5, 5 + 5 + 5 + 5 + 5 (5 x 5), etc.

  • Write only the multiplication solutions on separate cards: 1 x 10 = 10, 2 x 5 = 10, 5 x 2 = 10, 6 x 2 = 12, 2 x 10 = 20,  4 x 5 = 20, 10 x 2 = 20, 3 x 5 = 15, 5 x 5 = 25
  • Put related cards together, such as; 3 x 5 = 15 and 4 x 5 = 20 2 x 10 = 20 and 4 x 5 = 20 2 x 5 = 10 and 4 x 5 = 20 5 x 2 = 10 and 6 x 2= 12
  • Discuss:  What patterns do you notice? Can you explain why the patterns happen? Look for students to notice similarity and difference.  For example, 5 x 2 = 10 and 6 x 2 = 12. “ Both equations have equal sets of two but 6 x 2 has one more set of two than 5 x 2.”
  • Physically model the equations with kōura cards to support students to connect equations with their meanings.
  • One player makes a multiplication fact using kōura and ponds. The ponds can be containers, or pieces of paper. The equal set cards are hidden under the ponds. For example, Player 1 makes four ponds with a ten kōura card in each pond.
  • The player reveals the contents of only one pond then re-hides the kōura card.
  • The other two players work out the total number of kōura. Each player gets a point if they are correct.
  • Players take turns making and guessing.
  • The player with the most points wins.

This image shows the ten times facts from 1 to 100 in three different forms. The first shows all facts, the second is missing 3 facts, and the third is missing 6 facts.

  • Repeat this process with the “five times” and “two times” tables. You might continue this over several days and have students use it as an at-home learning task. 

Use Copymaster Three ( save the kōura ) to support learning of the x2, x5, and x10 facts. Let students play the game in threes. They will need:

  • A die with faces labelled “2, 2, 5, 5, 10, Choose”, or a set of cards with the same labels (four of each).
  • Counters to cover the numbers.
  • Some students will need access to calculators to check their answers.

Players take turns to:

  • Roll the dice.
  • Name a multiplication using the factor they roll that will match an uncovered number, For example, 8 x 2 = 16.
  • Cover the number on their board that matches the product (answer).
  • If ‘Choose’ comes up they can nominate 2, 5, or 10 as their chosen factor.

If the multiplication fact is incorrect, the counter is removed, and the player must wait for their next turn. The first player to cover all their numbers is the winner.

  • Another useful practice task involves the calculator. Make sure that the calculator is a simple four function model. These calculators have a constant function. With multiplication the calculator remembers the first factor as long as nothing is cleared. Key in 2 x 6 = to get 12. Enter a new number such as 10 (no clearing) and press = . You get 20, that is, 2 x 10 (the calculator remembers 2 x ). Try entering other numbers and pressing =. The result is always 2 x the number you put in until you use a C or AC button.
  • Have students play “ How many times?” with a partner (use one calculator between two students).
  • Player A enters a 2x , 5x, or 10x fact, e.g. 5 x 8 = 40.  They hand the calculator to Player B.
  • Player B see only the product (answer) to start. They try different factors until they get the target number. For example, they try 6 = and get 30. Then they try 8 and get the target 40.
  • Players keep a tally of how many tries it takes to reach the target. If you want a competitive game, the player with the least number of tries, after many rounds, wins,

Session Three

In this session students explore how known x2, x5, and x10 facts can be used to work out other multiplication problems.

  • Review the key learnings from yesterdays session. You might provide time for students to play some of the games introduced at the end of the last session, before introducing today's focus. 
  • Use slides 1-6 of PowerPoint Two to illustrate how to derive new facts from x2 and x5 facts. For example, Slide One shows five ponds with two kōura in each pond. Clicking on the animation will add one kōura to each pond. How many kōura are in the five ponds altogether? How do we write that as an equation? (5 x 2 = 10) If we add one more kōura to each pond, what will we have? (Five ponds with three kōura in each, 15 kōura in total, 5 x 3 =15)
  • Other examples are: Slide Two: 8 x 2 = 16 so 8 x 3 = 24 Slide Three: 7 x 2 = 14 so 7 x 3 = 21 (Masked until animated with a mouse click) Slide Four: 4 x 5 = 20 so 4 x 6 = 24 Slide Five: 8 x 5 = 40 so 8 x 6 = 48 (Masked until animated with a mouse click)
  • Using an appropriate approach and method of grouping, have your students work on Copymaster Four . Look for:
  • Do your students recall their basic x2, x5, and x10 facts or do they still calculate them using skip counting or repeated addition? Do they use a known fact to work out a new fact?

Session Four

In this session students use multiplication to anticipate the result of repeated subtraction, known as quotative division. For example, one interpretation of 12 ÷ 3 is “How many threes can be subtracted from 12?” Students continue to use the kōura and ponds scenario.

  • Allocating equal numbers of kōura to ponds is repeated subtraction, for example, 20 – 5 – 5 …
  • Anticipating the number of equals sets that can be subtracted can be solved inefficiently by counting backwards or subtracting, for example, 20 – 5 = 15, 15 – 5 = 10, etc.
  • Using multiplication is more efficient, for example, 4 x 5 = 20 anticipates the number of fives that can be subtracted from 20.
  • Repeated subtraction can be written as division, for example, 20 ÷ 5 = 4, read as “twenty divided by five equals four.”
  • Slide Eight shows pairs of equation, first as multiplication and then as division. Note that the equations represent a repeated subtraction of equal sets view of division. With each equation pair ask: What was the problem that went with these equations?
  • Focus on the meaning of the numbers and operation symbols in each equation. What does the ÷ sign mean in these problems?
  • In general, agree that ÷ means “measured in equal sets of” to get the idea that the number of times one set (the divisor) fits into another (the dividend or first number).
  • Choose one of your cards, e.g. 20.
  • Choose the divisor (kōura per pond) from the numbers 2, 5 and 10, e.g. Choose 2.
  • If you put [card number] kōura into ponds, [chose divisor] in each pond, how many ponds do you fill? e.g. 20 ÷ 2 = 10.
  • Cover the answer on you board, e.g. Cover 10 on your board.
  • Take another card from the deck so you start the next turn with three cards. Put the card you used to the bottom of the deck.
  • The first player to cover all their numbers wins.
  • Discuss the game. Why are there more of some numbers than others on the board? Which numbers were hard to get? Why? Which calculations were easy? Which calculations were hard? What makes the calculations easy or hard?
  • Let students practise division using Copymaster Six . They can work individually or in pairs. Look particularly at the way students solve the division problems: Do they use multiplication facts, or rely on counting or repeated addition/subtraction?

Session Five

Allow students to work on two activities throughout this session:

  • Writing 'kōura in ponds' problems for others to solve.
  • Replaying games, and practising basic facts (x2, x5, and x10).

Use this time to assess students' knowledge through observations, learning conversations, mini-interviews, and analysis of students' work.

The focus of observation for each question is also included below.

  • There are eight ponds. Five k ōura live in each pond.  How many kōura is that altogether? This problem is 8 x 5 = [     ] (product unknown). Do students use their multiplication facts or fall back to counting or repeated addition?
  • John has 60 kōura to seed some ponds.  He wants ten kōura in each pond. How many ponds does he need to find? This problem is [     ] x 10 = 60 (multiplier unknown). It can also be represented as division, i.e. 60 ÷10 = [    ].  Do students use their knowledge of x 10 facts to solve it?
  • There are nine ponds and18 kōura altogether. The same number of kōura live in each pond. How many kōura are in each pond? This problem can be represented as 9 x [    ] = 18 or 18 ÷ 9 = [    ]. Note that this is sharing (partitive) division.
  • Imagine seven ponds, each pond has five kōura. How many kōura is that altogether? Imagine you put two more kōura in each pond. How many kōura would you have then? This problem assesses students’ ability to derive facts. It can be written mathematically as 7 x 5 = 35 so 7 x 7 = 49.
  • If 8 x 10 = 80, what does 8 x 11 equal? This problem assesses whether students recognise the meaning of multiplication equations , that is, 8 x 10 as eight sets of ten, and their ability to derive new facts , that is, eight set of eleven results in eight more.

Dear family and whānau

At school, this week, we solved problems about multiplication, with a little bit of division. We used the story of kōura (freshwater crayfish) in ponds to learn multiplication facts with twos, fives, and tens, for example, 4 x 5 = 20 and 6 x 2 = 12.

We are trying hard to use our multiplication facts to solve multiplication problems rather than rely on skip counting or adding up. We are also using our x 2, x 5, and x 10 facts to solve division problems like this:

“There are 100 kōura to put into ponds. I want ten kōura in each pond. How many ponds do I need?”

Ask us how we solve problems like that.

Figure it Out Links

Some links from the Figure It Out series which you may find useful are:

  • Level 2-3, Number Sense and Algebraic Thinking, Book One: Keeping Score, page 6; Clean Cars, page 18.
  • Level 2-3, Number: Stockpot Power, page 13;  Stepping Out, page 16.
  • Level 2, Number, Book One: Multiplying Madness, page 12;   The Pig Pen, page 13;   Hiding in the Swamp, page 14.
  • Levels 2-3, Multiplicative Thinking: Party to the Max, pages 1-3;   Class Farewell, pages 10-11.
  • Link, Number Sense, Book One, Grocery Grapplers, page 20.
  • Link, Number, Book Two, Fun Times, page 13.

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