Pearson eText for Mathematics for Elementary Teachers with Activities -- Instant Access (Pearson+)
5th Edition
ISBN: 9780137442812
Author: Sybilla Beckmann
Publisher: PEARSON+
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Textbook Question
Chapter 1.2, Problem 13P
Students sometimes get confused about the loactions of decimals and negative numbers on number lines. Draw a number line on which you have plotted 0, 1, and -1. Then give at least three examples of number that are between 0 and 1 and at least three examples of numbers that are between 0 and -1. Plot all your examples on your number line. Pick examples that givestudents some sense of the variety of numbers that are between 0 and 1 and between 0 and -1. Why do you think your choice of examples will be good for students to see?
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Suppose that a room containing 1300 cubic feet of air is originally free of carbon monoxide (CO). Beginning
at time t = 0, cigarette smoke containing 4% CO is introduced into the room at a rate of 0.8 cubic feet per
minute. The well-circulated smoke and air mixture is allowed to leave the room at the same rate.
Let A(t) represent the amount of CO in the room (in cubic feet) after t minutes.
(A) Write the DE model for the time rate of change of CO in the room. Also state the initial condition.
dA
dt
A(0)
(B) Solve the IVP to find the amount of CO in the room at any time t > 0.
A(t)
(C) Extended exposure to a CO concentration as low as 0.00012 is harmful to the human body. Find the time
at which this concentration is reached.
t=
minutes
Chapter 1 Solutions
Pearson eText for Mathematics for Elementary Teachers with Activities -- Instant Access (Pearson+)
Ch. 1.1 - In your own words, discuss the connection between...Ch. 1.1 - If you give a child in kindergarten or first grade...Ch. 1.1 - For each of the following collections of small...Ch. 1.1 - In your own words, describe how you can use...Ch. 1.1 - In your own words, discuss the beginning ideas of...Ch. 1.1 - Children sometimes mistakenly read the number 1001...Ch. 1.1 - Explain why the bagged and loose toothpicks...Ch. 1.1 - Describe key features of the base-ten system....Ch. 1.1 - Draw number lines like the ones in Figure1.15 Plot...Ch. 1.1 - The students in Ms. Caven’s class have a large...
Ch. 1.2 - Suppose you want to show how the structure of the...Ch. 1.2 - Make math drawings of small bundled objects to...Ch. 1.2 - Describe and make drawings showing how to...Ch. 1.2 - Jerome says that the unlabeled tick mark on the...Ch. 1.2 - Students are sometimes uncertain about which zeros...Ch. 1.2 - Draw a number line on which the tick marks are...Ch. 1.2 - Draw a number line on which the long tick marks...Ch. 1.2 - Use a number line like the one in Figure 1.41 for...Ch. 1.2 - Cierral plots the decimal number 7.001 in the...Ch. 1.2 - Juan plots the decimal number 9.999 in the...Ch. 1.2 - For each number line in Figure 1.44 (a)-(d), draw...Ch. 1.2 - Using-1, -2, and -1.68 as examples, describe in...Ch. 1.2 - Students sometimes get confused about the...Ch. 1.2 - Draw a number line like the one in Figure 1.41 for...Ch. 1.2 - Explain why it is the case that whenever N is a...Ch. 1.3 - Explain in your own words why we compare numbers...Ch. 1.3 - Make a math drawing that shows bundled objects...Ch. 1.3 - Explain how to show which of 1.1 and 0.999 is...Ch. 1.3 - Some students have difficulty comparing decimals...Ch. 1.3 - Mary is labeling tick marks on a number line....Ch. 1.3 - Mark says that 0.178 is greater than 0.25. Why...Ch. 1.3 - Find a number between 3.24 and 3.241, if there is...Ch. 1.3 - Is there more than one decimal between 8.45 and...Ch. 1.3 - Find a number between 3.8 and 3.9, and plot all...Ch. 1.3 - For each of the following pairs of numbers, find a...Ch. 1.3 - Explain in two different ways why -8 < -5.Ch. 1.3 - Explain in two different ways why 3.251.4.Ch. 1.3 - Some students confuse decimals and negative...Ch. 1.3 - For each of the following pairs of numbers, find a...Ch. 1.3 - Describe an infinite list of decimals, all of...Ch. 1.3 - The smallest integer that is greater than 2 is 3....Ch. 1.3 - On the number line in Figure 1.55, assume that A...Ch. 1.3 - On the number line in Figure 1.55, assume that -A...Ch. 1.4 - Round 2.1349 to the nearest hundredth. Explain in...Ch. 1.4 - Round 27,003 to the nearest hundred. Explain in...Ch. 1.4 - Round 9995.2 to the nearest ten. Explain in your...Ch. 1.4 - Adam has made up his own method of rounding....Ch. 1.4 - The label on a snack food package says that one...Ch. 1.4 - The weight of an object is reported as 12,000...Ch. 1.4 - In a report, a population is given as 2700. Should...
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