Here are the answers for the provided questions:

1. $96 \div 6 = 60 \div \_\_\_ + \_\_\_ - 6 = \_\_\_ + \_\_\_ = \_\_\_$

   • $96 \div 6 = 16$
   • $60 \div 15 = 4$
   • $16 + 4 - 6 = 14$

   Answer: $96 \div 6 = 60 \div \mathbf{15} + \mathbf{16} - 6 = \mathbf{14} + \mathbf{0} = \mathbf{14}$.

2. $605 \div 6 = \_\_\_ + 6 + \_\_\_$; so, Quotient = ___, Remainder = ___

   • $605 \div 6 = 100 \times 6 + 5$, Quotient = $100$, Remainder $5$

Complete your draftComplete Solutions

2. $605 \div 6 = 100 + 6 + 5$; so, Quotient = $100$, Remainder = $5$.

3. Each child will get $\_\_\_$ oranges when 72 oranges are divided equally among 9 children.
   • $72 \div 9 = 8$
   • Answer: Each child will get 8 oranges.

4. On dividing 634 by 10, we get $\_\_\_$ as the quotient and $\_\_\_$ as the remainder.
   • $634 \div 10 = 63$ remainder $4$
   • Answer: Quotient = 63, Remainder = 4.

5. $98 \div 12 = \_\_\_$
   • $98 \div 12 = 8$ remainder $2$
   • Answer: Quotient = 8, Remainder = 2.

6. There are $\_\_\_$ km in 5000 m.
   • $5000 \div 1000 = 5$
   • Answer: $5$ km.

7. $45m \times 7 = \_\_\_$
   • $45 \times 7 = 315$
   • Answer: $315$ m.

Would you like further clarifications or any additional explanations?

Related Questions:

1. What is the significance of remainders in division problems?
2. How do we convert meters to kilometers in general?
3. How can the distributive property simplify multiplication problems like $45 \times 7$?
4. Why is the concept of quotient important in arithmetic and real-world applications?
5. How would these operations change if decimals were introduced instead of integers?

Tip: Always double-check division problems for remainders to ensure accuracy!