1.  

   $b$ (inches)	$A$ (square inches)
   1	3
   2	6
   3	9
   4.5	13.5
   $\frac{11}{2}$	$\frac{33}{2}$
   12	36
   15.5	46.5

2. 1. No
   2. Yes
   3. No
   4. Yes

Invite students to share their responses and explanations. Then focus the whole-class discussion on the second question. Discuss with students:

• "Are the two equations we chose equivalent? How do you know?" (Yes. There is an acceptable move that takes one to the other. If we divide each side of $A=3b$ by 3, we have $\frac{A}{3}=b$, which can also be written as $b=\frac{A}{3}$. If we multiply each side of $b=\frac{A}{3}$ by 3, we have $3b=A$ or $A = 3b$.)
• "If we know the base, which equation would make it easier to find the area? Why?" ($A=3b$. The variable for area is already isolated. All we have to do is multiply the base by 3 to find the area.)
• "If we know the area, which equation would make it easier to find the base? Why?" ($b=\frac{A}{3}$. The variable for the base is already isolated. We can just divide the area by 3 to find the base.)