Mathematics for Elementary Teachers with Activities, Books a la carte edition (5th Edition)
5th Edition
ISBN: 9780134423319
Author: Sybilla Beckmann
Publisher: PEARSON
expand_more
expand_more
format_list_bulleted
Concept explainers
Videos
Textbook Question
Chapter 1.2, Problem 8P
Use a number line like the one in Figure 1.41 for the problems that follow. For each problem, label all the tick marks on the number line. The number to be plotted need not land on a tick mark.
Figure 1.41 A number line.
- Plot 13.58 on a number line on which the long tick marks are whole numbers.
- Plot 0.193 on a number line on which the long tick marks are tenths.
- Plot 26.9999 on a number line on which the long tick marks are thousandths.
- Plot 2.379 on a number line on which the long tick marks are tenths.
- Plot 7.148 on a number line on which the long tick marks are whole numbers.
Expert Solution & Answer
Learn your wayIncludes step-by-step video
schedule05:52
Students have asked these similar questions
Pidgeonhole Principle
1. The floor of x, written [x], also called the integral part, integer part, or greatest integer, is defined
as the greatest integer less than or equal to x. Similarly the ceiling of x, written [x], is the smallest
integer greater than or equal to x. Try figuring out the answers to the following:
(a) [2.1]
(b) [2]
(c) [2.9]
(d) [2.1]
(e) [2]
(f) [2.9]
2. The simple pidgeonhole principle states that, if you have N places and k items (k> N), then at
least one hole must have more than one item in it. We tried this with chairs and students: Assume you
have N = 12 chairs and k = 18 students. Then at least one chair must have more than one student on
it.
3. The general pidgeonhole principle states that, if you have N places and k items, then at least one
hole must have [] items or more in it. Try this out with
(a) n = 10 chairs and k = 15 students
(b) n = 10 chairs and k = 23 students
(c) n = 10 chairs and k = 20 students
4. There are 34 problems on these pages, and we…
Determine if the set of vectors is linearly independent or linearly dependent.
linearly independent
O linearly dependent
Save Answer
Q2.2
1 Point
Determine if the set of vectors spans R³.
they span R³
they do not span R³
Save Answer
23
Q2.3
1 Point
Determine if the set of vectors is linearly independent or linearly dependent.
linearly independent
O linearly dependent
Save Answer
1111
1110
Q2.4
1 Point
Determine if the set of vectors spans R4.
O they span R4
they do not span IR4
1000;
111O'
The everything combined problem
Suppose that a computer science laboratory has 15 workstations and 10 servers. A cable can be used to
directly connect a workstation to a server. For each server, only one direct connection to that server can be
active at any time.
1. How many cables would you need to connect each station to each server?
2. How many stations can be used at one time?
3. How many stations can not be used at any one time?
4. How many ways are there to pick 10 stations out of 15?
5. (This one is tricky) We want to guarantee that at any time any set of 10 or fewer workstations can
simultaneously access different servers via direct connections. What is the minimum number of direct
connections needed to achieve this goal?
Chapter 1 Solutions
Mathematics for Elementary Teachers with Activities, Books a la carte edition (5th Edition)
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...
Additional Math Textbook Solutions
Find more solutions based on key concepts
CHECK POINT 1 In a survey on musical tastes, respondents were asked: Do you listed to classical music? Do you l...
Thinking Mathematically (6th Edition)
In Exercises 13–16, find the margin of error for the values of c, ?, and n.
16. e = 0.975, ? = 4.6, n = 100
Elementary Statistics: Picturing the World (7th Edition)
Surfing College students and surfers Rex Robinson and Sandy Hudson collected data on the self-reported numbers ...
Introductory Statistics
The equivalent expression of x(y+z) by using the commutative property.
Calculus for Business, Economics, Life Sciences, and Social Sciences (14th Edition)
If n is a counting number, bn, read______, indicates that there are n factors of b. The number b is called the_...
Algebra and Trigonometry (6th Edition)
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, subject and related others by exploring similar questions and additional content below.Similar questions
- Can you help me with D and Earrow_forwardQ1.1 1 Point Any set {V1, V2, V3, V4} that consists of four different vectors from R cannot possibly span Rº. True False Save Answerarrow_forwardFind: lim x →-6 f (x) limx-4 f (x) lim x-1 f (x) lim x →4 f (x) (-6,3) • (-1,5) -8 -7 (-6,-2) 4+ (4,5) (4,2) • (-1,1) -6arrow_forward
- 3 2 Find: ƒ(1) lim f(x) 14-x 2 ƒ(2) lim f(x) x-2- lim f(x) x+2+ lim f(x) x→4 3 y=f(x)arrow_forwardFor each graph below, state whether it represents a function. Graph 1 24y Graph 2 Graph 3 4 2 -8 -6 -4 -2 -2 2 4 6 Function? ○ Yes ○ No ○ Yes ○ No Graph 4 Graph 5 8 Function? Yes No Yes No -2. ○ Yes ○ No Graph 6 4 + 2 4 -8 -6 -4 -2 2 4 6 8 Yes -4++ Noarrow_forwardStudents were asked to simplify the expression (secØ - cosØ)/secØ Two students' work is given.Student A: step 1 secØ/secØ - cosØ/secØstep 2 cosØ/1 - (1/cosØ)step 3 1 - cos^2Østep 4 sin^2ØStudent B: step 1 (1/cosØ)-cosØ)/secØstep 2 (1 - cos^2Ø/cosØ)/secØstep 3 sin^2Ø/cos^2Østep 4 tan^2ØPart A: Which student simplified the expression incorrectly? Explain the errors that were made or the formulas that were misused.Part B: Complete the student's solution correctly, beginning with the location of the error.arrow_forward
- Although 330° is a special angle on the unit circle, Amar wanted to determine its coordinates using the sum and difference formulas.Part A: Determine cos 330° using the cosine sum identity. Be sure to include all necessary work.Part B: Determine sin 330° using the sine difference identity. Be sure to include all necessary work.arrow_forwardA public health researcher is studying the impacts of nudge marketing techniques on shoppers vegetablesarrow_forward4. Let A {w, e, s, t, f, i, e, l, d, s, t, a, t, e}. (a) How many different words (they do not have to make sense) can you spell with the letters in A? (b) Is your answer from above the same as the cardinality of the powerset of A, i.e. of P(A)? (c) What is |A|?arrow_forward
- what can the answer be pls helparrow_forward5. How many numbers can you make out of the digits 1, 2, 3, 4, 6 if the rule is that every digit has to be larger than the digit preceding it? For example 124 is ok, 122 is not ok. Every digit can be used only once, but you do not have to use every digit. A tree might help.arrow_forward5 plsarrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
Trigonometry (MindTap Course List)TrigonometryISBN:9781305652224Author:Charles P. McKeague, Mark D. TurnerPublisher:Cengage Learning
Algebra for College StudentsAlgebraISBN:9781285195780Author:Jerome E. Kaufmann, Karen L. SchwittersPublisher:Cengage Learning
College Algebra (MindTap Course List)AlgebraISBN:9781305652231Author:R. David Gustafson, Jeff HughesPublisher:Cengage Learning
Intermediate AlgebraAlgebraISBN:9781285195728Author:Jerome E. Kaufmann, Karen L. SchwittersPublisher:Cengage Learning
Algebra: Structure And Method, Book 1AlgebraISBN:9780395977224Author:Richard G. Brown, Mary P. Dolciani, Robert H. Sorgenfrey, William L. ColePublisher:McDougal Littell
Glencoe Algebra 1, Student Edition, 9780079039897...AlgebraISBN:9780079039897Author:CarterPublisher:McGraw Hill
Trigonometry (MindTap Course List)
Trigonometry
ISBN:9781305652224
Author:Charles P. McKeague, Mark D. Turner
Publisher:Cengage Learning
Algebra for College Students
Algebra
ISBN:9781285195780
Author:Jerome E. Kaufmann, Karen L. Schwitters
Publisher:Cengage Learning
College Algebra (MindTap Course List)
Algebra
ISBN:9781305652231
Author:R. David Gustafson, Jeff Hughes
Publisher:Cengage Learning
Intermediate Algebra
Algebra
ISBN:9781285195728
Author:Jerome E. Kaufmann, Karen L. Schwitters
Publisher:Cengage Learning
Algebra: Structure And Method, Book 1
Algebra
ISBN:9780395977224
Author:Richard G. Brown, Mary P. Dolciani, Robert H. Sorgenfrey, William L. Cole
Publisher:McDougal Littell
Glencoe Algebra 1, Student Edition, 9780079039897...
Algebra
ISBN:9780079039897
Author:Carter
Publisher:McGraw Hill
Sampling Methods and Bias with Surveys: Crash Course Statistics #10; Author: CrashCourse;https://www.youtube.com/watch?v=Rf-fIpB4D50;License: Standard YouTube License, CC-BY
Statistics: Sampling Methods; Author: Mathispower4u;https://www.youtube.com/watch?v=s6ApdTvgvOs;License: Standard YouTube License, CC-BY