Mathematics for Elementary Teachers with Activities Plus MyLab Math -- Title-Specific Access Card Package (5th Edition)
5th Edition
ISBN: 9780134754208
Author: Beckmann, Sybilla
Publisher: PEARSON
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Textbook Question
Chapter 1.3, Problem 5P
Mary is labeling tick marks on a number line. Starting at a tick mark labeled 4.90, she labels the next tick marks to the right with 4.91, 4.92, 4.93, …., 4.99. Then she labels the next tick mark to the right of 4.99 with 4.100. Mary then says that 4.100 is greater than 4.99 .
- Discuss what error Mary is making. Why might Mary make this error?
- Describe how you might help Mary understand her error and how to correct it.
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2. [-/1 Points]
DETAILS
MY NOTES
SESSCALCET2 6.5.015.
Use the Trapezoidal Rule, the Midpoint Rule, and Simpson's Rule to approximate the given integral with the specified value of n. (Round your answers to six decimal places.)
ASK YOUR TEACHER
3
1
3 +
dy, n = 6
(a) the Trapezoidal Rule
(b) the Midpoint Rule
(c) Simpson's Rule
Need Help? Read It
Watch It
This question builds on an earlier problem. The randomized numbers may have changed, but have your work for the previous problem available to help with this one.
A 4-centimeter rod is attached at one end to a point A rotating counterclockwise on a wheel of radius 2 cm. The other end B is free to move back and forth along a horizontal bar that goes through the center of the wheel. At time t=0 the rod is situated as in the diagram at the left below. The
wheel rotates counterclockwise at 1.5 rev/sec. At some point, the rod will be tangent to the circle as shown in the third picture.
B
A
B
at some instant, the piston will be tangent to the circle
(a) Express the x and y coordinates of point A as functions of t:
x= 2 cos(3πt)
and y= 2 sin(3πt)
(b) Write a formula for the slope of the tangent line to the circle at the point A at time t seconds:
-cot (3πt)
(c) Express the x-coordinate of the right end of the rod at point B as a function of t: 2 cos(3πt) +41/1
(d) Express the slope of the rod…
Consider the proof below:
Proposition: If m is an even integer, then 5m +4
is an even integer.
Proof: We see that
|5m+4=10n+4
=
2(5n+2). Therefore,
5m+4 is an even integer.
**Note: you may assume the proof is valid, just poorly written.
Based upon the Section 1.3 screencast and the reading assignment, select all
writing guidelines that are missing in the proof.
Proof begins by stating assumptions
✓ Proof has an invitational tone/uses collective pronouns
Proof is written in complete sentences
Each step is justified
☐ Proof has a clear conclusion
Chapter 1 Solutions
Mathematics for Elementary Teachers with Activities Plus MyLab Math -- Title-Specific Access Card Package (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...
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