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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Chapter 1.2, Problem 1P
Suppose you want to show how the structure of the base-ten system remains the same to the left and right of the decimal point. You have bundles of toothpicks like the ones shown in Figure 1.39 and you want to use these bundled toothpicks to represent a decimal. List at least three decimals that you could use these bundles to represent and explain your answer in each case.
Figure 1.39 Which decimals can these bundled toothpicks represent?
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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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