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```					                                 Chapter 5
More Multiplication Facts
Click the mouse or press the space bar to continue.
More Multiplication Facts
5

Lesson 5-1        Multiply by 3
Lesson 5-2        Multiply by 6
Lesson 5-3        Problem-Solving Strategy: Look
for a Pattern
Lesson 5-4        Multiply by 7
Lesson 5-5        Multiply by 8
Lesson 5-6        Multiply by 9
Lesson 5-7        Problem-Solving Investigation:
Choose a Strategy
Lesson 5-8        Algebra: Associative Property
Lesson 5-9        Algebra: Find a Rule
5-1     Multiply by 3

Five-Minute Check (over Chapter 4)
Main Idea
California Standards
Key Concept: Multiplication Strategies
Example 1: Use an Array
Example 2: Draw a Picture

Multiplication Table
5-1      Multiply by 3

• I will learn to multiply by 3.
5-1      Multiply by 3

Standard 3NS2.2 Memorize to
automaticity the multiplication table for
numbers between 1 and 10.
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to
explain mathematical reasoning.
5-1   Multiply by 3
5-1   Multiply by 3

There are 3 baskets. Each has 5 apples. How many
apples are there?
There are 3 baskets of 5 apples. You can use an array
to find 3 × 5.

Answer: So, there are 15 apples.
5-1   Multiply by 3

There are 4 cars. Each car has 6 passengers. How
many passengers are there?

A. 10 passengers

B. 18 passengers

C. 24 passengers

D. 26 passengers
5-1   Multiply by 3

Sam has 3 boxes. Each holds 2 books. How many
books does he have?

Each box holds 2 books. There are 3 boxes. Draw a
picture to find 3 × 2.
5-1   Multiply by 3

2     +   2    +      2        =   6

Answer: So, there are 6 books in the boxes.
5-1   Multiply by 3

Gina has 7 cartons. Each carton holds 6 eggs.
How many eggs does she have?

A. 40 eggs

B. 42 eggs

C. 49 eggs

D. 56 eggs
5-2     Multiply by 6

Five-Minute Check (over Lesson 5-1)
Main Idea
California Standards
Example 1: Use a Model
Example 2: Find a Missing Number
Example 3: Double a Known Fact
5-2      Multiply by 6

• I will learn to multiply by 6.
5-2      Multiply by 6

Standard 3NS2.2 Memorize to
automaticity the multiplication table for
numbers between 1 and 10.
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to
explain mathematical reasoning.
5-2   Multiply by 6

The pet store has 6 dogs for sale. If each dog is
given 2 treats in the afternoon, how many treats
are given to the dogs?

There are 6 dogs and each dog is
given 2 treats. So, the array shows
6 rows with 2 in each row.

2 + 2 + 2 + 2 + 2 + 2 = 12

Answer: So, 6 × 2 = 12. The dogs
were given 12 treats.
5-2   Multiply by 6

Grace’s preschool class has 8 girls. If each girl
wears 2 pigtails, how many pigtails are the girls
wearing?

A. 15 pigtails

B. 16 pigtails

C. 17 pigtails

D. 18 pigtails
5-2   Multiply by 6

Kiara has 24 erasers. She divides them equally
among her 4 best friends. How many erasers
does each friend get?

To solve this problem, you can use a number sentence.

number           number           total
of friends       each gets       erasers

4       ×               =    24

Answer: Since 4 × 6 = 24, each friend will get
6 erasers.
5-2   Multiply by 6

Jaclyn has \$15. She divides the money equally
among her 3 best friends. How much does each

A. \$3

B. \$6

C. \$4

D. \$5
5-2   Multiply by 6

Jack has 6 bags of marbles. There are 9 marbles in
each bag. How many marbles does he have in all?

You can double a known fact to find 6 × 9.

Step 1 6 is double 3. So, 6 × 9 is the double
of 3 × 9.
5-2   Multiply by 6

Step 2 6 × 9 =
3×9           +            3×9

Step 3 So, 6 × 9 = 54.

Answer: Jack has 54 marbles in all.
5-2   Multiply by 6

Check

You can use an array and partial products to check.

27
+ 27
54
5-2   Multiply by 6

each bag. How many cookies does he have in all?

5-3     Problem-Solving Strategy: Look for a Pattern

Five-Minute Check (over Lesson 5-2)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
5-3      Problem-Solving Strategy: Look for a Pattern

• I will look for a pattern to solve problems.
5-3     Problem-Solving Strategy: Look for a Pattern

Standard 3AF2.2 Extend and recognize a
linear pattern by its rules (e.g., the number of
legs on a given number of horses may be
calculated by counting by 4s or by multiplying
the number of horses by 4).
5-3      Problem-Solving Strategy: Look for a Pattern

Standard 3MR1.1 Analyze problems by
identifying relationships, distinguishing relevant
from irrelevant information, sequencing and
prioritizing information, and observing patterns.
5-3   Problem-Solving Strategy: Look for a Pattern

Christina is making a pattern with colored tiles.
In the first row, she uses 2 tiles. She uses 4 tiles
in the second row and 8 tiles in the third row. If
she continues the pattern, how many tiles will
be in the sixth row?
5-3   Problem-Solving Strategy: Look for a Pattern

Understand
What facts do you know?
• There will be 2 tiles in the first row.
• There will be 4 tiles in the second row.
• There will be 8 tiles in the third row.
What do you need to find?
• How many tiles will be in row six?
5-3   Problem-Solving Strategy: Look for a Pattern

Plan
You can first make a table of the information.
Then look for a pattern.
5-3   Problem-Solving Strategy: Look for a Pattern

Solve
• First, put the information
in a table.
• Look for a pattern. The
numbers double.
• Once you know the                            8 + 8 = 16
pattern, you can                          16 + 16 = 32
continue it.
32 + 32 = 64

Answer: So, there will be 64 tiles in the sixth row.
5-3   Problem-Solving Strategy: Look for a Pattern

Check
Look back at the problem.
Complete the table using
the pattern.

There are 64 tiles in the sixth row. So, you know
you are correct.
5-4     Multiply by 7

Five-Minute Check (over Lesson 5-3)
Main Idea
California Standards
Example 2: Use a Known Fact
Example 3: Find Missing Numbers
5-4      Multiply by 7

• I will learn to multiply by 7.
5-4      Multiply by 7

Standard 3NS2.2 Memorize to
automaticity the multiplication table for
numbers between 1 and 10.
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to
explain mathematical reasoning.
5-4   Multiply by 7

If there are 7 baskets and 5 peaches in each
basket, how many peaches are there?
Find 7 × 5. Use repeated addition to count the
seven times.

5 + 5 + 5 + 5 + 5 + 5 + 5 = 35

Answer: So, 7 × 5 = 35 peaches altogether.
5-4   Multiply by 7

how many shirts are there?

A. 56 shirts

B. 54 shirts

C. 50 shirts

D. 64 shirts
5-4   Multiply by 7

A rollercoaster has 7 cars and each car can
carry 4 people. How many people can ride the
rollercoaster at one time?

You know that 4 × 7 = 28.
So, 7 × 4 = 28.      Commutative
Property

Answer: 28 people can ride the rollercoaster at
one time.
5-4   Multiply by 7

A bus has 8 rows of seats and each row can hold
6 students. How many people can ride on the bus
at one time?

A. 50 people

B. 40 people

C. 48 people

D. 42 people
5-4   Multiply by 7

There are a total of 15 prizes in the bag. Each child
gets to draw 3 prizes from the bag. How many
children will be drawing prizes?

To solve this problem, you can use a number sentence.

prizes for       number of        total
each child        children       prizes

3       ×               =    15

Answer: Since 3 × 5 = 15, there
are 5 children who will draw prizes.
5-4   Multiply by 7

There are a total of 20 crayons in the bag. Each
student gets to pick 4 crayons from the bag. How
many students will be getting crayons?

A. 5 students

B. 6 students

C. 7 students

D. 8 students
5-5     Multiply by 8

Five-Minute Check (over Lesson 5-4)
Main Idea
California Standards
Example 1: Use an Array
Example 2: Use a Known Fact
Example 3: Double a Known Fact
5-5      Multiply by 8

• I will learn to multiply by 8.
5-5      Multiply by 8

Standard 3NS2.2 Memorize to
automaticity the multiplication table for
numbers between 1 and 10.
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to
explain mathematical reasoning.
5-5   Multiply by 8

There are 8 packages of paper in a box. How many
packages are in 7 boxes?

You need to find 8 × 7.

Think of each box as a
group of 8 packages.

Answer: So, 8 × 7 = 56 packages of paper altogether.
5-5   Multiply by 8

There are 9 boxes of tissue in a crate. How many
boxes are in 8 crates?

A. 81 boxes

B. 72 boxes

C. 63 boxes

D. 78 boxes
5-5   Multiply by 8

bracelet. How many beads did she use?

Think of each bracelet as a group of 5 beads. You
need to find 8 × 5.

You know that 5 × 8 = 40.

So, 8 × 5 = 40.      Commutative Property

5-5   Multiply by 8

She put 6 ice cubes in each glass. How many ice
cubes did she use?

A. 30 ice cubes

B. 35 ice cubes

C. 36 ice cubes

D. 40 ice cubes
5-5   Multiply by 8

Juan bought 8 baseball cards at the ballpark. He
paid \$2 for each card. How much did he spend?

You can double a known fact to find 8 × \$2.

8 is the double of 4. So, 8 × \$2 is the double of 4 × \$2.

8 × \$2      =        4 × \$2   +   4 × \$2
=         \$8      +    \$8      =     \$16

Answer: So, 8 × \$2 = \$16. Juan spent \$16.
5-5   Multiply by 8

Check

You can use an array and
partial products to check.

8
+8
16
5-5   Multiply by 8

Imani bought 7 hot dogs at the football game.
She paid \$3 for each hot dog. How much money
did she spend?

A. \$14

B. \$20

C. \$18

D. \$21
5-6     Multiply by 9

Five-Minute Check (over Lesson 5-5)
Main Idea
California Standards
Example 1: Use a Known Fact
Example 2: Subtract from a Known Fact
Example 3: Use Patterns
5-6      Multiply by 9

• I will learn to multiply by 9.
5-6     Multiply by 9

Standard 3NS2.2 Memorize to automaticity
the multiplication table for numbers between 1
and 10.
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to
explain mathematical reasoning.
5-6   Multiply by 9

Fina needs 63 party invitations. They come in
packages of 9. How many packages does she

To solve the problem you can use a number sentence.

number in         number of       total
each package        packages

9       ×                 =   63
You know 7 × 9 = 63.

Answer: So, 9 × 7 = 63. Fina needs to buy 7 packages.
5-6   Multiply by 9

Fiona needs 54 snack cakes. They come in
packages of 6. How many packages does
she need?

A. 9

B. 8

C. 7

D. 6
5-6   Multiply by 9

How many crackers are there in 9 packages with 4
in each package?

To find 9 × 4, you can subtract from a known fact.

Step 1 9 × 4 is 9 groups of 4. Use the known fact
of 10 groups of 4. 10 × 4 = 40

Step 2 Subtract 1 group of 4 to get 40 – 4 or 36.

Answer: So, 9 × 4 = 36 crackers.
5-6   Multiply by 9

How many shoe laces are there in 7 packages
with 2 in each package?

A. 7 shoe laces

B. 8 shoe laces

C. 14 shoe laces

D. 12 shoe laces
5-6   Multiply by 9

Andrew bought 9 baseballs for \$3 each. How
much did he spend?

Since the total cost is needed, multiply. Find 9 × \$3.

9 × \$3       2

9 × \$3 = \$27

Answer: So, 9 × \$3 = \$27. Andrew spent \$27.
5-6   Multiply by 9

Jimmy bought 9 hats for \$7 each. How much
did he spend?

A. \$54

B. \$63

C. \$67

D. \$79
5-7     Problem-Solving Investigation: Choose a Strategy

Five-Minute Check (over Lesson 5-6)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
5-7      Problem-Solving Investigation: Choose a Strategy

• I will choose the best strategy to solve a problem.
5-7     Problem-Solving Investigation: Choose a Strategy

Standard 3MR1.1 Analyze problems by
identifying relationships, distinguishing
relevant and irrelevant information,
sequencing and prioritizing information
and observing patterns.
5-7     Problem-Solving Investigation: Choose a Strategy

Standard 3NS2.2 Memorize to automaticity
the multiplication table for numbers between
1 and 10.
5-7    Problem-Solving Investigation: Choose a Strategy

ALEC: I have a goal to ride my bike
20 miles each week. Last night, I
rode my bike 2 miles each way going
to and from softball practice. I
will ride this distance for 6 more
days.

YOUR MISSION: Find out how many
miles Alec will ride his bike this
week and if he will meet his goal.
5-7     Problem-Solving Investigation: Choose a Strategy

Understand
What facts do you know?
• Alec wants to ride 20 miles each week.
• He will ride 2 miles each way to and from
practice for 7 days.
What do you need to find?

• Find how many miles he will ride this
week and decide if this meets his goal.
5-7     Problem-Solving Investigation: Choose a Strategy

Plan
Find out the total miles he will ride each day and
for the week. Multiply to find a total.
5-7     Problem-Solving Investigation: Choose a Strategy

Solve
Alec will ride 2 miles to practice and 2 miles
home, or 4 miles each day.
To find the miles for the week, multiply the miles
each day by the number of days.
4 miles each day × 7 days = 28 miles
So, Alec rides his bike 28 miles this week.
Answer: Since 28 miles > 20 miles, Alec will
meet his goal.
5-7     Problem-Solving Investigation: Choose a Strategy

Check
Look back at the problem. You can use an array
to check.

So, 4 × 7 = 28 is correct.
5-8     Algebra: Associative Property

Five-Minute Check (over Lesson 5-7)
Main Idea and Vocabulary
California Standards
Key Concept: Associative Property
Example 1: Associative Property
Example 2: Real-World Example
Example 3: Find Missing Numbers
5-8      Algebra: Associative Property

• I will identify and use the Associative Property
of Multiplication.

• Associative Property of Multiplication
5-8      Algebra: Associative Property

Standard 3AF1.5 Recognize and use the
commutative and associative properties of
multiplication (e.g., if 5 × 7 = 35, then what
is 7 × 5? and if 5 × 7 × 3 = 105, then what is
7 × 3 × 5?).
5-8   Algebra: Associative Property
5-8   Algebra: Associative Property

Three children are in the park. Each child has
2 buckets. Each bucket has 2 shovels in it.
How many shovels are there?

Find 3 × 2 × 2.
5-8     Algebra: Associative Property

One Way                       Another Way

(3 × 2) × 2                   3 × (2 × 2)

6      × 2 = 12            3 ×   4 = 12

Answer: So, 3 × 2 × 2 = 12. There are
12 shovels.
5-8   Algebra: Associative Property

Two children are eating pizza. Each child has 3
pieces. Each piece has 4 pepperonis. How many
pepperonis are there?

A. 6 pepperonis

B. 12 pepperonis

C. 18 pepperonis

D. 24 pepperonis
5-8   Algebra: Associative Property

Jim has 4 plates. Each plate has 5 muffins. There
are 2 blueberries on top of each muffin. How many
blueberries are there?

To find the total number of blueberries, you can write a
number sentence. You can group the easier factors.

(4 × 2) × 5 =

8    × 5 = 40

Answer: So, 4 × 2 × 5 = 40. There are 40 blueberries.
5-8   Algebra: Associative Property

John has 6 bowls. Each bowl has 3 scoops of ice
cream. There are 2 cherries on top of each scoop.
How many cherries are there?

A. 32 cherries

B. 36 cherries

C. 40 cherries

D. 18 cherries
5-8   Algebra: Associative Property

Two painters each have 3 containers of brushes.
They have 24 brushes in all. How many brushes
are in each container?

missing number.

number of       number of         brushes in         total
painters     containers each   each container

2      ×        3          ×                =    24
5-8   Algebra: Associative Property

Use the Associative Property to find 2 × 3 first.

(2 × 3) ×        = 24

6    ×      = 24

6    × 4 = 24

Answer: So, 2 × 3 × 4 = 24. Each container has
4 brushes.
5-8   Algebra: Associative Property

Three farmers have 2 bushels of apples. They
have 48 apples in all. How many apples are in
each bushel?

A. 6 apples

B. 7 apples

C. 8 apples

D. 9 apples
5-9     Algebra: Find a Rule

Five-Minute Check (over Lesson 5-8)
Main Idea and Vocabulary
California Standards
Example 1: Find and Extend a Rule
Example 2: Find and Extend a Rule
5-9      Algebra: Find a Rule

• I will look for a rule and extend it to solve a
problem.

• rule
5-9     Algebra: Find a Rule

Standard 3AF2.1 Solve simple problems
involving a functional relationship between two
quantities.
Standard 3AF2.2 Extend and recognize a linear
pattern by its rules (e.g., the number of legs on
a given number of horses may be calculated by
counting 4s or by multiplying the number of
horses by 4.)
5-9   Algebra: Find a Rule

The first row of the school auditorium has 7 seats
in it. The second row has 14 seats, and the third
row has 21. How many seats are in row 8?
5-9   Algebra: Find a Rule

Step 1 Find the rule.
Row 1 = 7 seats
1 × 7 = 7 seats
Row 2 = 14 seats
2 × 7 = 14 seats
Row 3 = 21 seats
3 × 7 = 21 seats
The rule is to multiply
the number of rows
by 7.
5-9   Algebra: Find a Rule

Step 2 Extend the rule.
Row 4 = 4 × 7
or 28 seats
Row 5 = 5 × 7
or 35 seats
Row 6 = 6 × 7      28
or 42 seats        35
Row 7 = 7 × 7      42
or 49 seats        49
Row 8 = 8 × 7      56
or 56 seats
5-9   Algebra: Find a Rule

Answer: So, there are 56 seats in row 8.
5-9   Algebra: Find a Rule

The first row of the movie theater has 8 seats in it.
The second row has 16 seats and the third row has
24. How many seats are in row 9?

A. 72 seats

B. 81 seats

C. 25 seats

D. 16 seats
5-9   Algebra: Find a Rule

Mr. Ramos observed a starfish and noticed it had
5 arms. Then he saw a second starfish and saw a
total of 10 arms. How many arms will there be if
Mr. Ramos finds 6 starfish?
5-9   Algebra: Find a Rule

Step 1 Find the rule.

Step 2 Extend the rule.

3 × 5 = 15
4 × 5 = 20
15
5 × 5 = 25
20
6 × 5 = 30
25
30
Answer: So, there are 30 arms on 6 starfish.
5-9   Algebra: Find a Rule

Rachel observed a cricket and noticed it had 6 legs.
Then she saw a second cricket and saw a total of
12 legs. How many legs will there be if Rachel finds
9 crickets?

A. 72 legs

B. 54 legs

C. 56 legs

D. 60 legs
More Multiplication Facts
5

Five-Minute Checks

Math Tool Chest

Image Bank

Multiplication Table
More Multiplication Facts
5

To use the images that are on the
following four slides in your own
presentation:
1. Exit this presentation.
2. Open a chapter presentation using a
full installation of Microsoft® PowerPoint®
in editing mode and scroll to the Image
Bank slides.
3. Select an image, copy it, and paste it
More Multiplication Facts
5
More Multiplication Facts
5
More Multiplication Facts
5
More Multiplication Facts
5
More Multiplication Facts
5

Lesson 5-1       (over Chapter 4)
Lesson 5-2       (over Lesson 5-1)
Lesson 5-3       (over Lesson 5-2)
Lesson 5-4       (over Lesson 5-3)
Lesson 5-5       (over Lesson 5-4)
Lesson 5-6       (over Lesson 5-5)
Lesson 5-7       (over Lesson 5-6)
Lesson 5-8       (over Lesson 5-7)
Lesson 5-9       (over Lesson 5-8)
More Multiplication Facts
5
(over Chapter 4)

Find 4 × 1.

A. 4

B. 1

C. 5

D. 14
More Multiplication Facts
5
(over Chapter 4)

Find 3 × 0.

A. 6

B. 0

C. 3

D. 1
More Multiplication Facts
5
(over Chapter 4)

Find 0 × 2.

A. 2

B. 12

C. 1

D. 0
More Multiplication Facts
5
(over Chapter 4)

Find 1 × 5.

A. 5

B. 1

C. 15

D. 6
More Multiplication Facts
5
(over Lesson 5-1)

Multiply 3 × 8.

A. 24

B. 11

C. 13

D. 5
More Multiplication Facts
5
(over Lesson 5-1)

Multiply 3 × 5.

A. 8

B. 15

C. 2

D. 35
More Multiplication Facts
5
(over Lesson 5-1)

Multiply 4 × 3.

A. 7

B. 1

C. 16

D. 12
More Multiplication Facts
5
(over Lesson 5-1)

Multiply 2 × 3.

A. 6

B. 3

C. 5

D. 12
More Multiplication Facts
5
(over Lesson 5-2)

Multiply 6 × 5.

A. 13

B. 25

C. 11

D. 30
More Multiplication Facts
5
(over Lesson 5-2)

Multiply 6 × 3.

A. 18

B. 9

C. 13

D. 20
More Multiplication Facts
5
(over Lesson 5-2)

Multiply 6 × 7.

A. 13

B. 24

C. 42

D. 44
More Multiplication Facts
5
(over Lesson 5-2)

Multiply 2 × 6.

A. 12

B. 8

C. 10

D. 13
More Multiplication Facts
5
(over Lesson 5-3)

Solve. Use the look for a pattern strategy. Jamaal
has a riddle for his classmates. When he says 5,
the answer is 17. When he says 8, the answer is 20.
When he says 10, the answer is 22. What is the

A. 10

B. 27

C. 12

D. 22
More Multiplication Facts
5
(over Lesson 5-4)

Multiply 7 × 2.

A. 9

B. 5

C. 14

D. 11
More Multiplication Facts
5
(over Lesson 5-4)

Multiply 7 × 5.

A. 35

B. 12

C. 13

D. 30
More Multiplication Facts
5
(over Lesson 5-4)

Multiply 7 × 9.

A. 16

B. 2

C. 63

D. 36
More Multiplication Facts
5
(over Lesson 5-4)

Multiply 7 × 7.

A. 14

B. 1

C. 13

D. 49
More Multiplication Facts
5
(over Lesson 5-5)

Multiply 8 × 3.

A. 24

B. 13

C. 22

D. 12
More Multiplication Facts
5
(over Lesson 5-5)

Multiply 8 × 5.

A. 13

B. 3

C. 25

D. 40
More Multiplication Facts
5
(over Lesson 5-5)

Multiply 8 × 6.

A. 14

B. 48

C. 2

D. 24
More Multiplication Facts
5
(over Lesson 5-5)

Multiply 8 × 4.

A. 24

B. 32

C. 4

D. 12
More Multiplication Facts
5
(over Lesson 5-6)

Multiply 9 × 4.

A. 13

B. 5

C. 32

D. 36
More Multiplication Facts
5
(over Lesson 5-6)

Multiply 9 × 5.

A. 14

B. 13

C. 36

D. 45
More Multiplication Facts
5
(over Lesson 5-6)

Multiply 9 × 2.

A. 18

B. 11

C. 7

D. 16
More Multiplication Facts
5
(over Lesson 5-6)

Multiply 9 × 8.

A. 72

B. 17

C. 78

D. 68
More Multiplication Facts
5
(over Lesson 5-7)

Solve. During practice, the soccer team is separated
into 4 groups. Three of the groups have 5 students
and one has 4. How many students are on the team?

A. 17 students

B. 12 students

C. 19 students

D. 20 students
More Multiplication Facts
5
(over Lesson 5-8)

Find each product.
2 × (4 × 3)

A. 12

B. 14

C. 7

D. 24
More Multiplication Facts
5
(over Lesson 5-8)

Find each product.
(5 × 3) × 2

A. 30

B. 17

C. 19

D. 10
More Multiplication Facts
5
(over Lesson 5-8)

Find each product.
(4 × 5) × 2

A. 11

B. 13

C. 38

D. 40
More Multiplication Facts
5
(over Lesson 5-8)

Find each product.
7 × (2 × 3)

A. 15

B. 42

C. 13

D. 11
This slide is intentionally blank.

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