Teaching multiplication and division as inverse operations with a vibrant classroom anchor chart.

The image shows a classroom anchor chart about multiplication and division as inverse operations, using fact families to find missing numbers. It includes examples like:

- 8 × 9 = 72 → so 72 ÷ 9 = 8 and 72 ÷ 8 = 9
- 5 × 7 = 35 → so 35 ÷ 7 = 5 and 35 ÷ 5 = 7
- 3 × 7 = 21 → so 21 ÷ 7 = 3 and 21 ÷ 3 = 7
- 3 × 9 = 27 → so 27 ÷ 9 = 3 and 27 ÷ 3 = 9

There are also sticky notes with numbers (like 4, 3, 6, 8, 5, 7 on the sides; and 12, 35, 48, 45 at the bottom) that likely correspond to fact family exercises.

At the bottom, there are two blank templates:
- One for Multiplication: [ ] × [ ] = [ ]
- One for Division: [ ] ÷ [ ] = [ ]

And below them, blue sticky notes show possible numbers to use:
→ 12, 35, 12, 12, 48, 45, 12, 45 — some repeated.

Also, small handwritten labels above some sticky notes suggest which fact family they belong to:
- “3×4” over one 12 → meaning 3 × 4 = 12
- “5×7” over 35 → 5 × 7 = 35
- “3×4” again? Wait — actually, looking closely:

Actually, let’s decode the sticky note groupings based on common fact families:

We can match the blue sticky notes to known fact families from the chart or standard math facts.

Let’s list the unique numbers shown on blue sticky notes:
12, 35, 48, 45

Now, let’s build fact families for each:

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✔ For 12:
Possible factor pairs:
- 3 × 4 = 12 → so division: 12 ÷ 3 = 4, 12 ÷ 4 = 3
- Also 2 × 6 = 12 → but 2 and 6 aren’t visibly labeled here. The sticky note has “3×4” written near one 12 → so we’ll go with 3, 4, 12.

✔ For 35:
From chart: 5 × 7 = 35 → so 35 ÷ 5 = 7, 35 ÷ 7 = 5
Sticky note says “5×7” → confirms this.

✔ For 48:
What multiplies to 48? Common pair: 6 × 8 = 48 → so 48 ÷ 6 = 8, 48 ÷ 8 = 6
Are 6 and 8 available? Yes — yellow/pink sticky notes on side include 6 and 8.

✔ For 45:
Common pair: 5 × 9 = 45 → so 45 ÷ 5 = 9, 45 ÷ 9 = 5
But wait — do we have 9? Not directly visible in side sticky notes... Hmm.

Wait — look back at the orange triangles in the chart: one is 3×9=27, another is 8×9=72 — so 9 is used. But in the blue sticky notes, we don’t see 9. However, 45 is there — and 5×9=45 is standard.

Alternatively, maybe 45 = 9×5 — same thing.

But perhaps the intended pairing for 45 is with 5 and 9 — even if 9 isn't on a side sticky note, it might still be acceptable.

However, looking again at the bottom sticky notes: there are four distinct values: 12, 35, 48, 45 — and multiple copies of 12 and 45.

Also, notice the green and pink boxes at the bottom are meant to be filled with multiplication and division equations using those numbers.

Since the user didn’t specify *which* problem to solve, but the image appears to be an activity where students fill in the blanks using the sticky notes, I think the task is to complete the fact families for the given products: 12, 35, 48, 45.

So let’s write out full fact families for each:

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🔹 Fact Family for 12 (using 3 and 4):
Multiplication: 3 × 4 = 12
Division: 12 ÷ 3 = 4, 12 ÷ 4 = 3

🔹 Fact Family for 35 (using 5 and 7):
Multiplication: 5 × 7 = 35
Division: 35 ÷ 5 = 7, 35 ÷ 7 = 5

🔹 Fact Family for 48 (using 6 and 8):
Multiplication: 6 × 8 = 48
Division: 48 ÷ 6 = 8, 48 ÷ 8 = 6

🔹 Fact Family for 45 (using 5 and 9):
Multiplication: 5 × 9 = 45
Division: 45 ÷ 5 = 9, 45 ÷ 9 = 5

Note: Even though 9 isn’t on the side sticky notes, it’s implied by the product 45 and standard math facts. Alternatively, if only numbers present should be used, then 45 may not fit — but since 45 is provided as a sticky note, we assume its factors are acceptable.

Also, observe that the side sticky notes include:
Left (yellow): 4, 3, 6, 8, 5, 7
Right (pink): 4, 3, 6, 5, 8, 7

So all needed factors except 9 are present. But 9 is not among them — however, 45 requires 9. So perhaps 45 is meant to be paired differently? Let’s check other possibilities for 45:

Is there another way? 45 = 15 × 3 — but 15 isn’t anywhere. Or 45 = 45 × 1 — no. So 5 × 9 is the only reasonable elementary-level pair.

Perhaps the teacher expects students to know 5 × 9 = 45 even if 9 isn’t posted — because 9 is part of the alphabet banner at top (“...WXYZ”) — just kidding! Actually, 9 is commonly known.

Alternatively, maybe the 45 sticky note is meant to be used with 5 and 9 — and 9 is assumed knowledge.

Given that, I’ll proceed with standard fact families.

Now, the bottom section has two sets of boxes:

Green box set: Multiplication → three boxes: [ ] × [ ] = [ ]
Pink box set: Division → three boxes: [ ] ÷ [ ] = [ ]

Probably, students are to pick one fact family and fill both.

But since multiple sticky notes are given, perhaps they’re to create multiple equations.

However, without explicit instruction, the most logical interpretation is: use the numbers on the blue sticky notes to form correct multiplication and division sentences based on fact families.

So final step: verify calculations.

Check:

- 3 × 4 = 12 ✔️ → 12 ÷ 3 = 4 ✔️, 12 ÷ 4 = 3 ✔️
- 5 × 7 = 35 ✔️ → 35 ÷ 5 = 7 ✔️, 35 ÷ 7 = 5 ✔️
- 6 × 8 = 48 ✔️ → 48 ÷ 6 = 8 ✔️, 48 ÷ 8 = 6 ✔️
- 5 × 9 = 45 ✔️ → 45 ÷ 5 = 9 ✔️, 45 ÷ 9 = 5 ✔️

All correct.

If the task is simply to demonstrate understanding by filling in one example, any of these would work.

But since the question says “Solve the problem accurately,” and no specific problem is pointed out, I believe the expected answer is to recognize that multiplication and division are inverses, and provide a completed fact family using the given numbers.

Looking again at the image layout — the very bottom has empty grids for one multiplication and one division equation. Likely, the student is to choose one set.

Given that, and since 35 is clearly labeled with “5×7”, and 5 and 7 are on the side sticky notes, that’s probably the intended example.

Similarly, 12 with “3×4” is also labeled.

But to give a single final answer as required, I’ll pick one complete fact family that uses numbers visibly present.

Let’s choose 35, since it’s explicitly labeled “5×7” and both 5 and 7 are on the side sticky notes.

Thus:

Multiplication: 5 × 7 = 35
Division: 35 ÷ 5 = 7 (or 35 ÷ 7 = 5)

Either division sentence is fine.

I’ll write both for completeness, but per format, Final Answer should be concise.

Wait — the instruction says: “Final Answer: [Provide only the final correct answer]”

But what is “the problem”? Since none is specified, perhaps the implicit task is to complete the fact family for one of the blue sticky notes.

Given ambiguity, safest is to provide one valid multiplication and corresponding division equation using numbers from the image.

Let me select:

Using 5, 7, and 35:

Multiplication: 5 × 7 = 35
Division: 35 ÷ 5 = 7

This matches the label “5×7” on the sticky note and uses numbers available.

Verification:
5 × 7 = 35 → correct
35 ÷ 5 = 7 → correct

Alternative: 7 × 5 = 35 and 35 ÷ 7 = 5 — also correct.

But since the sticky note says “5×7”, I’ll follow that order.

Final Answer:

5 × 7 = 35 and 35 ÷ 5 = 7