- Decide which operation each phrase describes before calculating. - Pay attention to the order of the numbers in phrases involving subtraction or division. - Write each numerical expression first, and then evaluate it.

1. For part a), four times \(18\) is \(18\times4\), and \(18\times4=72\). 2. For part b), decreasing \(130\) by \(50\) is \(130-50\), and \(130-50=80\). 3. For part c), the number of groups is \(54\div6\), and \(54\div6=9\). 4. For part d), increasing \(37\) by \(23\) is \(37+23\), and \(37+23=60\).

a) \(18\times4=72\) b) \(130-50=80\) c) \(54\div6=9\) d) \(37+23=60\)

- Translate each operation phrase into symbols before evaluating it. - For subtraction and division phrases, check which quantity comes first in the expression. - After writing an expression, make sure its operation matches the meaning of the words.

1. For part a), the difference is \(100-16\), and \(100-16=84\). 2. For part b), the number of groups is \(80\div20\), and \(80\div20=4\). 3. For part c), a number \(25\) less than \(100\) is \(100-25\), and \(100-25=75\). 4. For part d), one-fourth of \(100\) is \(100\div4\), and \(100\div4=25\).

a) \(100-16=84\) b) \(80\div20=4\) c) \(100-25=75\) d) \(100\div4=25\)

- Identify the operation named by “the sum of.” - Decide which whole quantity is multiplied by \(7\). - Use grouping symbols to keep that quantity together.

1. The phrase “the sum of \(8\) and \(4\)” is represented by \(8+4\). 2. “Seven times” means multiply that entire sum by \(7\), giving \(7\times(8+4)\).

\(7\times(8+4)\)

- Find the part of the sentence that names a sum. - Decide what the \(4\) multiplies. - Check that your symbols keep the stated sum together.

1. The stated sum is \(9+3\), so keep it together with parentheses. 2. Multiply \(4\) by that sum: \(4\times(9+3)\).

\(4\times(9+3)\)

- Find the part of the sentence that names a difference. - Decide what quantity \(30\) is divided by. - Check that your symbols keep that whole quantity together.

1. The stated difference is \(11-5\), so keep it together with parentheses. 2. Divide \(30\) by that difference: \(30\div(11-5)\).

\(30\div(11-5)\)

- Identify which two numbers belong to each stated sum or difference. - Use grouping symbols to keep each stated sum or difference together. - Pay attention to the order in the phrase “the difference of.”

1. In Expression A, “the sum of” groups \(2\frac{1}{4}\) and \(3\frac{1}{2}\), and that sum is subtracted from \(10\). So the expression is \(10-(2\frac{1}{4}+3\frac{1}{2})\). 2. In Expression B, “the difference of” groups \(5\) and \(3\frac{1}{4}\), and that difference is added to \(2\frac{1}{2}\). So the expression is \(2\frac{1}{2}+(5-3\frac{1}{4})\).

Expression A: \(10-(2\frac{1}{4}+3\frac{1}{2})\) Expression B: \(2\frac{1}{2}+(5-3\frac{1}{4})\)

- Write each verbal description before looking for matching cards. - Pay attention to which quantities must be grouped before multiplication or division. - After writing each expression, look for cards that differ only by a valid reordering of addition or multiplication.

1. Description A translates to \((1.2\times\frac{3}{4})+0.5\). It matches Cards 1 and 5 because addition is commutative. 2. Description B translates to \((1.2+0.5)\times\frac{3}{4}\). It matches Cards 2 and 4 because addition and multiplication are commutative. 3. Description C translates to \(1.2\div(\frac{3}{4}-0.5)\). It matches Card 3.

(A) \((1.2\times\frac{3}{4})+0.5\); Cards 1 and 5 (B) \((1.2+0.5)\times\frac{3}{4}\); Cards 2 and 4 (C) \(1.2\div(\frac{3}{4}-0.5)\); Card 3

- Translate each stated product before combining the two parts. - In part a), the first product is the quantity you subtract from. - In part b), add the two products after you find them.

1. For a), write \(16\times27-16\times17\). The two products are \(432\) and \(272\), so the value is \(432-272=160\). 2. For b), write \(0.2\times35+0.2\times15\). The two products are \(7\) and \(3\), so the value is \(7+3=10\).

a) Expression: \(16\times27-16\times17\); value: \(160\) b) Expression: \(0.2\times35+0.2\times15\); value: \(10\)

- Translate the word “sum” into addition. - Use grouping symbols to show which numbers form each stated sum. - Evaluate the grouped sums before combining them.

1. For part a), the expression is \(350+(234+416)\). Evaluate the grouped sum: \(234+416=650\), then \(350+650=1000\). 2. For part b), the expression is \((310+190)+(145+255)\). The grouped sums are \(500\) and \(400\), so the value is \(500+400=900\).

a) \(350+(234+416)=1000\) b) \((310+190)+(145+255)=900\)

- Translate “difference” into subtraction. - Use grouping symbols around the stated difference. - Add that difference to \(230\).

1. The difference is represented by \(420 - 150\). 2. The expression is \(230 + (420 - 150)\). 3. Evaluate: \(230 + 270 = 500\).

Expression: \(230 + (420 - 150)\) Value: \(500\)

- Identify the stated sum and difference before combining them. - Read the phrase containing “from” carefully and decide which quantity is the starting amount. - Use grouping symbols so each named quantity stays together.

1. The first grouped quantity is \(740-220\), and the quantity being subtracted is \(85+115\). 2. The expression is \((740-220)-(85+115)\). 3. Evaluate: \(520-200=320\).

Expression: \((740-220)-(85+115)\) Value: \(320\)

- “Product” indicates multiplication. - “Quotient” indicates division. - Follow the operations in the order stated.

1. For part a), the product is \(240\times5\), and \(240\times5=1200\). 2. For part b), the expression is \((800\div4)-150\). The quotient is \(200\), so \(200-150=50\).

a) \(240\times5=1200\) b) \((800\div4)-150=50\)

- Identify the operation named by each math term. - Use grouping symbols when one result must be used as a single quantity. - Write the expression before calculating.

1. For part a), the expression is \(25\times14+1200\div30\). The product is \(350\) and the quotient is \(40\), so the value is \(350+40=390\). 2. For part b), the expression is \(1560\div(13\times4)\). The grouped product is \(52\), so \(1560\div52=30\).

a) \(25\times14+1200\div30=390\) b) \(1560\div(13\times4)=30\)

- Match each math term to its operation. - Use grouping symbols around the sum and the difference. - Evaluate the grouped quantities before multiplying.

1. The sum of \(14\) and \(6\) is represented by \((14 + 6)\), and the difference between \(25\) and \(15\) is represented by \((25 - 15)\). 2. Multiply the two quantities: \((14 + 6) \times (25 - 15)\). 3. Evaluate: \(20 \times 10 = 200\).

\((14 + 6) \times (25 - 15) = 200\)

- Decide what “four times” applies to in each statement. - Determine whether grouping symbols are needed. - Compare the evaluated expressions.

1. Statement 1 means \(4 \times (20 - 5)\). Its value is \(4 \times 15 = 60\). 2. Statement 2 means \(4 \times 20 - 5\). Its value is \(80 - 5 = 75\). 3. Since \(60 \ne 75\), the statements do not lead to the same value.

No. Statement 1: \(4 \times (20 - 5) = 60\) Statement 2: \(4 \times 20 - 5 = 75\)

- Match each math term to its operation. - Use grouping symbols around the complete sum and difference. - The sum is the dividend, and the difference is the divisor.

1. The sum is \((64 + 16)\), and the difference is \((15 - 7)\). 2. The expression is \((64 + 16) \div (15 - 7)\). 3. Evaluate the grouped quantities: \(80 \div 8 = 10\).

\((64 + 16) \div (15 - 7) = 10\)

- Translate and evaluate each operation phrase separately. - “Quotient” indicates division, and “difference” indicates subtraction. - Compare the two resulting numbers.

1. The quotient is \(45 \div 9 = 5\). 2. The difference is \(15 - 8 = 7\). 3. Since \(5 < 7\), the correct symbol is \(<\).

\(<\), because \(45 \div 9 = 5\) and \(15 - 8 = 7\).

- Translate “product” into multiplication. - Translate “difference” into subtraction. - Evaluate and compare both expressions.

1. The product is \(6 \times 4 = 24\). 2. The difference is \(50 - 26 = 24\). 3. Both expressions equal \(24\), so the results are equal.

Yes. \(6 \times 4 = 24\) and \(50 - 26 = 24\).

- Translate each phrase into symbols before evaluating it. - In part b), “times as large” signals multiplication. - In part c), keep the stated sum together before multiplying.

1. For part a), \(5\) greater than \(15\) is represented by \(15+5\), and \(15+5=20\). 2. For part b), \(3\) times as large as \(8\) is represented by \(8\times3\), and \(8\times3=24\). 3. For part c), the sum is one grouped factor, so the expression is \((8+2)\times10\). Its value is \(100\).

a) \(15+5=20\) b) \(8\times3=24\) c) \((8+2)\times10=100\)

- Match “sum” and “difference” to their operations. - Use grouping symbols around the two complete quantities. - In the phrase “subtract ... from,” the quantity after “from” comes first.

1. The expression is \((156 + 234) - (189 - 76)\). 2. Evaluate the grouped quantities: \(156 + 234 = 390\) and \(189 - 76 = 113\). 3. Subtract: \(390 - 113 = 277\).

\((156 + 234) - (189 - 76) = 277\)

- Identify the complete quantity named after the word “and.” - Ask what the whole divisor should be. - Check whether the written symbols preserve the wording’s grouping.

1. The words “the sum of \(6\) and \(1\)” name one complete quantity, so \(6+1\) must be grouped. 2. The quotient uses \(42\) as the dividend and that grouped sum as the divisor. The correct expression is \(42\div(6+1)\).

Nina did not group the stated sum. The correct expression is \(42\div(6+1)\).

- Which numbers describe one gift box, and which number tells how many boxes there are? - Build an expression for one box before using the number of boxes. - Check that both kinds of treats are repeated \(4\) times.

1. One box has \(6+2\) treats. 2. Group that one-box amount and multiply by \(4\): \(4\times(6+2)\). 3. Evaluate: \(4\times8=32\).

\(4\times(6+2)=32\)

- Start with the full number of labels. - Decide how your expression will account for both groups that were used. - Check that each used label is removed once.

1. One way is to add the two used amounts first: \(50-(12+8)\). 2. Evaluate: \(50-20=30\). 3. The equivalent expression \(50-12-8\) also represents the situation and has the same value.

One possible expression is \(50-(12+8)=30\). The equivalent expression \(50-12-8=30\) also works.

- Write the quotient and the product as separate parts first. - Read the whole subtraction phrase before deciding which complete quantity comes first. - Check that your expression keeps each named quantity together.

1. The quotient is \(2.4\div0.6\), and the product is \(\frac{1}{2}\times5\). 2. The full expression is \((2.4\div0.6)-(\frac{1}{2}\times5)\). 3. Evaluate the two grouped parts: \(2.4\div0.6=4\) and \(\frac{1}{2}\times5=2.5\). 4. Subtract: \(4-2.5=1.5\).

The expression is \((2.4\div0.6)-(\frac{1}{2}\times5)\), and its value is \(1.5\).

- Mark the stated difference and product as two complete quantities. - Read the whole sentence before deciding which quantity is being taken away. - Evaluate only after you have written the complete expression.

1. The expression is \((2.25-0.75)-(1.2\times\frac{5}{6})\). 2. The first difference is \(1.5\). 3. The product is \(1.2\times\frac{5}{6}=1\). 4. The final value is \(1.5-1=0.5\).

The expression is \((2.25-0.75)-(1.2\times\frac{5}{6})\), and its value is \(0.5\).

- Identify the operation represented by each mathematical term. - In “subtract A from B,” B comes first. - Use parentheses to preserve the described structure.

1. For a), the expression is \((82.7+17.3)-(15.5\times4)\). The sum is \(100\), the product is \(62\), and the value is \(38\). 2. For b), the expression is \((100-12.5)\div(5\times0.5)\). The difference is \(87.5\), the product is \(2.5\), and the value is \(35\).

a) \((82.7+17.3)-(15.5\times4)=38\) b) \((100-12.5)\div(5\times0.5)=35\)

- For each part, identify the complete quantity or quantities named before writing the outside operation. - In part a), read the words around “from” carefully before deciding the order. - Evaluate the grouped differences before the outside operation.

1. For a), write \((10.2-2.4)-(7.8-2.4)\). The grouped differences are \(7.8\) and \(5.4\), so the value is \(7.8-5.4=2.4\). 2. For b), write \((25-2.5)\times4\). Evaluate the difference first: \(25-2.5=22.5\). Then \(22.5\times4=90\).

a) Expression: \((10.2-2.4)-(7.8-2.4)\); value: \(2.4\) b) Expression: \((25-2.5)\times4\); value: \(90\)

- Write each named quantity as a complete part before combining them. - In B, identify the quotient first, then decide what is subtracted from it. - Compare the two values only after both expressions are complete.

1. A translates to \(\frac{3}{4}\times\frac{8}{5}=\frac{6}{5}=1.2\). 2. B translates to \((\frac{17}{10}\div1)-\frac{1}{2}=1.7-0.5=1.2\). 3. The two values are equal.

A: \(\frac{3}{4}\times\frac{8}{5}=1.2\) B: \((\frac{17}{10}\div1)-\frac{1}{2}=1.2\) The two values are equal.

- Identify the two complete quantities named by “difference” and “product.” - Group each quantity before applying the outer division. - Compare the order of operations in Felix's expression with the wording.

1. Felix's expression lacks the grouping required by the words “difference” and “product,” so division and multiplication would be performed before the intended difference is formed. 2. The correct expression is \((7.5-2.5)\div(0.25\times8)\). 3. The difference is \(5\), and the product is \(2\). 4. The quotient is \(5\div2=2.5\).

Parentheses are required around both described quantities. The correct expression is \((7.5-2.5)\div(0.25\times8)\), and its value is \(2.5\).

- Translate sum, difference, product, and quotient carefully. - Use parentheses to preserve the described order. - Evaluate inside parentheses first.

1. For a), \((12.5-3.5)\times(0.4+0.6)=9\times1=9\). 2. For b), \((7.2+4.8)\div(2\times1.5)=12\div3=4\).

a) \((12.5-3.5)\times(0.4+0.6)=9\) b) \((7.2+4.8)\div(2\times1.5)=4\)

- Build the stated sum and product as separate quantities first. - Decide which complete quantity is being taken away from the other. - Evaluate each grouped quantity before the final subtraction.

1. The expression is \((\frac{1}{2}+\frac{1}{6})-(\frac{2}{3}\times\frac{3}{4})\). 2. The sum is \(\frac{1}{2}+\frac{1}{6}=\frac{2}{3}\). 3. The product is \(\frac{2}{3}\times\frac{3}{4}=\frac{1}{2}\). 4. Subtract: \(\frac{2}{3}-\frac{1}{2}=\frac{1}{6}\).

The expression is \((\frac{1}{2}+\frac{1}{6})-(\frac{2}{3}\times\frac{3}{4})\), and its value is \(\frac{1}{6}\).

- Translate “sum” as addition and “difference” as subtraction. - Pay attention to the order in phrases such as “subtract from.” - Use grouping symbols around a stated sum or difference.

1. For part a), “subtract \(285\) from \(1000\)” gives \(1000-285=715\). 2. For part b), first represent the stated difference as \(92-38\). Subtract that difference from \(150\): \(150-(92-38)=150-54=96\). 3. For part c), represent the difference and sum as grouped parts: \((120-45)+(18+32)=75+50=125\).

a) \(1000-285=715\) b) \(150-(92-38)=96\) c) \((120-45)+(18+32)=125\)

- Translate “sum” and “difference” into operations. - Pay attention to what is subtracted from \(3000\). - Use grouping symbols for the parts described as a sum or difference.

1. The expression is \((3000 - (450 + 550)) + (800 - 200)\). 2. Evaluate the grouped expressions: \(450 + 550 = 1000\) and \(800 - 200 = 600\). 3. Complete the calculation: \(3000 - 1000 + 600 = 2600\).

Expression: \((3000 - (450 + 550)) + (800 - 200)\) Value: \(2600\)

- A “difference between A and B” means \(A - B\). - Replace \(A\) and \(B\) with the stated sum and difference. - Evaluate inside the grouping symbols first.

1. The expression is \((2500 + 1350) - (1800 - 650)\). 2. Evaluate the grouped expressions: \(2500 + 1350 = 3850\) and \(1800 - 650 = 1150\). 3. Evaluate the final difference: \(3850 - 1150 = 2700\).

Expression: \((2500 + 1350) - (1800 - 650)\) Value: \(2700\)

- Translate each instruction into symbols before calculating. - Keep the two meanings of “decrease by” and “divide by” distinct. - For the comparison, think about which result must be subtracted from which.

1. For part a), decreasing \(60\) by \(6\) gives \(60-6=54\). 2. For part b), dividing \(60\) by \(6\) gives \(60\div6=10\). 3. For part c), subtract the part b result from the part a result: \((60-6)-(60\div6)=54-10=44\).

a) \(60-6=54\) b) \(60\div6=10\) c) \((60-6)-(60\div6)=44\)

- Identify the two quantities named in the description before combining them. - Use grouping symbols so each stated quantity remains a single part of the expression. - After writing the complete expression, evaluate the grouped parts first.

1. The difference is \(45-37\), and the quotient is \(120\div3\). 2. The numerical expression is \((45-37)\times(120\div3)\). 3. Evaluate the grouped parts: \(45-37=8\) and \(120\div3=40\). 4. Multiply: \(8\times40=320\).

\((45-37)\times(120\div3)=320\)

- In the phrase “subtract ... from,” the number after “from” comes first. - Use grouping symbols around a sum or quotient that acts as one factor. - Evaluate the grouped parts before combining them.

1. For part a), the expression is \(5000-48\times75\). Since \(48\times75=3600\), the value is \(5000-3600=1400\). 2. For part b), the expression is \((145+55)\times(168\div14)\). The grouped quantities are \(200\) and \(12\), so the value is \(200\times12=2400\).

a) \(5000-48\times75=1400\) b) \((145+55)\times(168\div14)=2400\)

- Use grouping symbols to show the complete dividend and divisor. - In the phrase “subtract ... from,” place the quantity after “from” first. - Evaluate each grouped quantity separately.

1. For part a), the expression is \((32\times15)\div(94-78)\). The grouped quantities are \(480\) and \(16\), so \(480\div16=30\). 2. For part b), the expression is \(125\times8-(347+253)\). The product is \(1000\) and the grouped sum is \(600\), so \(1000-600=400\).

a) \((32\times15)\div(94-78)=30\) b) \(125\times8-(347+253)=400\)

- Represent the mass of each type of fruit in one delivery. - Use grouping symbols so the daily total is found before multiplying by the number of days. - Evaluate multiplication before addition inside the parentheses.

1. The daily masses are represented by \(12\times15\), \(8\times12\), and \(10\times20\). 2. Add the three daily amounts inside grouping symbols and multiply by the \(5\) delivery days: \((12\times15+8\times12+10\times20)\times5\). 3. Evaluate inside the parentheses: \(180+96+200=476\). 4. Multiply by \(5\): \(476\times5=2380\).

Expression: \((12\times15+8\times12+10\times20)\times5\) Total mass: \(2380\,\text{kg}\)

- Find the number of pencils in one kit first. - Use grouping symbols to show that the two pencil amounts are combined before multiplying by \(8\). - Add the separate eraser total.

1. Each classroom kit contains \(12+18=30\) pencils. 2. The \(8\) kits contain \(8\times30=240\) pencils. 3. The eraser packages contain \(5\times6=30\) erasers. 4. The complete expression is \(8\times(12+18)+5\times6\), and its value is \(240+30=270\).

Expression: \(8\times(12+18)+5\times6\) Total: \(270\) items

- Identify which amounts in the situation contribute to the total cabin cost and which reduce what the remaining hikers must cover. - Think about how the number of people sharing the remaining cost changes after the cancellations. - Build one expression that produces the new cost per remaining hiker before comparing it with the original \(\$20\).

1. A single expression for the increase is \((12 \times 20 - 4 \times 6) \div (12 - 4) - 20\). 2. The amount the remaining hikers must cover is \(240 - 24 = 216\), and there are \(8\) remaining hikers. 3. Evaluate: \(216 \div 8 - 20 = 27 - 20 = 7\).

The cost increases by \(\$7\) for each remaining hiker. One expression is \((12 \times 20 - 4 \times 6) \div (12 - 4) - 20 = 7\).

- Represent the original share and the new share as two quotients. - Account for the change in the number of people before writing the second quotient. - Combine the two shares in one expression that measures the decrease.

1. A single expression for the decrease is \(600 \div 15 - 600 \div (15 + 5)\). 2. The original share is \(600 \div 15 = 40\), and the new share is \(600 \div 20 = 30\). 3. Evaluate the difference: \(40 - 30 = 10\).

Each person's share decreases by \(\$10\). One expression is \(600 \div 15 - 600 \div (15 + 5) = 10\).

- Represent all cargo already on the ship as one complete quantity before subtracting it from the capacity. - Use multiplication for each group of equal-mass items. - Include the complete numerical expression in your response, not only the remaining mass.

1. Represent the remaining capacity by subtracting the entire loaded mass from the maximum: \(80{,}000-(52{,}650+45\times420+18\times315+950)\). 2. Find the repeated-item masses: \(45\times420=18{,}900\) and \(18\times315=5670\). 3. The total loaded mass is \(52{,}650+18{,}900+5670+950=78{,}170\,\text{kg}\). 4. The remaining capacity is \(80{,}000-78{,}170=1830\,\text{kg}\).

\(80{,}000-(52{,}650+45\times420+18\times315+950)=1830\) The ship can carry \(1830\,\text{kg}\) more cargo.

- Separate the statement into its two main quantities. - The second quantity contains a difference inside a sum, so nested grouping symbols are useful. - Evaluate from the innermost grouping symbols outward.

1. The expression is \((412-255)+[63+(124-88)]\). 2. Evaluate the first difference: \(412-255=157\). 3. Evaluate the nested difference and sum: \(124-88=36\), and \(63+36=99\). 4. Add: \(157+99=256\).

\((412-255)+[63+(124-88)]=256\)

- Write the two complete differences separately first. - One of those differences contains a sum, so it needs a group inside a group. - Decide which complete difference is the starting amount and which one is taken away.

1. The expression is \((800-345)-[150-(45+23)]\). 2. Evaluate the first difference: \(800-345=455\). 3. Evaluate the nested sum and difference: \(45+23=68\), and \(150-68=82\). 4. Subtract: \(455-82=373\).

\((800-345)-[150-(45+23)]=373\)

- First convert the children to adult fare units and combine them with the chaperones. - For each pass choice, determine how many fare units are still uncovered before writing the cost expression. - Include the numerical expression for every option before comparing their values.

1. The \(22\) children count as \(22\div2=11\) adult fare units, so the club needs \(11+4=15\) adult fare units altogether. 2. With no group passes, the cost expression is \(15\times12=180\). 3. With one group pass, \(9\) fare units remain, so the cost expression is \(38+9\times12=146\). 4. With two group passes, \(3\) fare units remain, so the cost expression is \(2\times38+3\times12=112\). 5. With three group passes, the cost expression is \(3\times38=114\). 6. The least of the four evaluated expressions is \(112\), so the least cost is \(\$112\).

\(0\) passes: \(15\times12=180\) \(1\) pass: \(38+9\times12=146\) \(2\) passes: \(2\times38+3\times12=112\) \(3\) passes: \(3\times38=114\) Least cost: \(\$112\)

- Determine how many adults and children remain uncovered for each number of group passes. - Translate each option into one total-cost expression before evaluating it. - Compare the four evaluated expressions only after all four models are written.

1. With no group passes, the cost expression is \(5\times15+8\times8=139\). 2. With one group pass, \(3\) adults and \(5\) children remain, so the expression is \(45+3\times15+5\times8=130\). 3. With two group passes, \(1\) adult and \(2\) children remain, so the expression is \(2\times45+15+2\times8=121\). 4. Three group passes cover the entire group, so the expression is \(3\times45=135\). 5. The least of the four evaluated expressions is \(121\), so the least cost is \(\$121\).

\(0\) passes: \(5\times15+8\times8=139\) \(1\) pass: \(45+3\times15+5\times8=130\) \(2\) passes: \(2\times45+15+2\times8=121\) \(3\) passes: \(3\times45=135\) Least cost: \(\$121\)

- Decide how many pieces are left on one tray after the removal. - Check which quantities must be repeated for all \(8\) trays. - Two different expressions can be correct if they count and remove the same quantities.

1. Expression A finds the pieces left on one tray, then repeats that amount for all \(8\) trays. 2. Expression B counts all pieces placed on the trays and then subtracts \(3\) removed pieces for each of the \(8\) trays. 3. Expression C removes only \(3\) pieces in all. Expression D repeats the apple pieces and removed pieces but adds only \(5\) carrot pieces in all. 4. Evaluate either correct expression: \(8\times14=112\).

Correct expressions: A and B A works because it finds the pieces delivered from one tray and repeats that amount \(8\) times. B works because it counts all starting pieces and subtracts the \(3\) removed pieces from each of the \(8\) trays. Total: \(112\) pieces