ns, using pictures. Your student, Ahn-Thu, often divides when she should multiply and multiplies when she should divide when she's converting units. Approach the following prompts with Ahn-Thu in...

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Extracted text: ns, using pictures. Your student, Ahn-Thu, often divides when she should multiply and multiplies when she should divide when she's converting units. Approach the following prompts with Ahn-Thu in mind. Draw clear pictures and explain why you choose to multiply or divide. There are 3 feet in 1 yard. (a) The trailer on a semi-truck is 50 feet long. How long is it in yards? 3 feet= lyard KA I feet= 13 yardez %3D a 50 feer= 5ox|/3=Korcolo6o yord 50 feet semi truck length in yard- 16.601 yards %3D S'o (b) A water tower is 50 yards high. How high is it in feet? Tyard = 3 feetE water tower lengrn in yard = 50 yard water tower lengin in feet= Sox30= 15Ofe- (c) Why do students often make the mistake that Ahn-Thu tends to make, swapping the multiplication and division operations, when approaching questions like these? They are cloSely related given Thar divi'sion is the inverse operation of munpfication This is because because when wemunT, two numbors we get 9 result that we Call a Productitf we divide his Pyoduct by one ot the 'factors, we ger the omer bactor as resulr while unit conversion meiny chudent ger contuscd drd do mut. when they'stou divide and divide when tmey muinply. get