### Home > CC2 > Chapter Ch1 > Lesson 1.2.5 > Problem 1-103

** **

In problem 1-95, Lila rewrote ** **Homework Help ✎

tile | tile | tile | shaded tile | shaded tile |

tile | tile | tile | shaded tile | shaded tile |

tile | tile | tile | shaded tile | shaded tile |

tile | tile | tile | shaded tile | shaded tile |

tile | tile | tile | shaded tile | shaded tile |

Is Tony correct? Use the picture or calculations to explain your reasoning. Write your answer in complete sentences.

Examine the picture and notice how the square is broken up into

square units. If you created a square unit box and shaded in of the squares, would that be the same as having four of the above shapes placed together to form a box? What about a rectangle with

square units and shaded squares? Can the shape above be rearranged to form 5 rectangles like the one pictured at below? tile

tile

tile

shaded tile

shaded tile

Each of the fractions are equivalent to each other because of the multiplicative identity as noted in the Math Notes box in this lesson. Reminder: Any number divided by itself is equal to

. Consider why using the multiplicative identity changes the numbers of the fractions, but they are all still equivalent.

How could Tony write an equivalent (equal) fraction using tenths? That is, what fraction in the form

can represent the diagram above? If the equivalent fraction denominator desired is

, then the denominator of must be multiplied by what number? Now, consider the multiplicative identity from part (a).

Now that you have solved for the denominator, what must the numerator be?