This type of problem appears to follow a hidden pattern or rule to relate the numbers. Let's investigate the relationships between the given pairs:

1. First pair: \( 46 = 62 \)
2. Second pair: \( 23 = 52 \)

We'll explore possible rules, such as operations on digits, sums, or positions.

### First pair \( 46 = 62 \):

- Notice that \( 46 \) consists of two digits: \( 4 \) and \( 6 \).
- Similarly, \( 62 \) consists of two digits: \( 6 \) and \( 2 \).
- One possible observation: The digits seem to swap places and change by a small difference.

### Second pair \( 23 = 52 \):

- \( 23 \) consists of \( 2 \) and \( 3 \).
- \( 52 \) consists of \( 5 \) and \( 2 \).
- Similar pattern as before: Some digits swap or change slightly.

#### Using this rule, let's find \( 61 = ? \):

1. The digits of \( 61 \) are \( 6 \) and \( 1 \).
2. Applying a similar swapping rule with a slight modification, we can guess \( 61 \) becomes \( 16 \).

Thus, the answer is \( 16 \).

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Would you like more details on how I deduced this? Feel free to ask any questions!

Here are 5 related questions to practice:

1. What is the rule behind swapping digits and making small changes?
2. If \( 13 = 31 \), what would \( 35 = ? \)?
3. Can the difference between the digits be used as a clue?
4. What pattern is used if \( 12 = 21 \) and \( 34 = 43 \)?
5. If the rule doesn't involve digit swapping, what other logical connections could there be?

**Tip:** Always look for consistent patterns between the elements of the problem, such as addition, subtraction, or rearrangement of digits.

Solve the number pattern puzzle where 46=62, 23=52, and find out what 61 equals. This problem involves digit swapping and subtle changes in the digits. Suitable for students in Grades 5-7 looking to explore patterns and number manipulation.

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