Critical Thinking Questions
... in how we add and subtract. For example, consider a swimming pool that can hold 30,000 gallons of water. If I fill the pool to the maximum fill line and then go and fill an empty one gallon milk jug with water and add it to the pool, do I then have exactly 30,001 gallons of water in the pool? Of cou ...
... in how we add and subtract. For example, consider a swimming pool that can hold 30,000 gallons of water. If I fill the pool to the maximum fill line and then go and fill an empty one gallon milk jug with water and add it to the pool, do I then have exactly 30,001 gallons of water in the pool? Of cou ...
Review of Real Numbers
... 1. When two rational numbers are multiplied, it is possible for the product to be less than either factor, greater than either factor, or a number between the two factors. Give examples of each of these occurrences. 2. Suppose the numerator of a fraction is a fixed number—for instance, 5. How does t ...
... 1. When two rational numbers are multiplied, it is possible for the product to be less than either factor, greater than either factor, or a number between the two factors. Give examples of each of these occurrences. 2. Suppose the numerator of a fraction is a fixed number—for instance, 5. How does t ...
UNIT ONE: INTEGERS Accentuate the Negative Big Idea For a
... Relationships exist between positive and negative integers. Applying number properties can simplify expressions. Absolute value is a number’s distance from zero. Understand additive inverse and that opposite quantities combine to make zero. Understand subtraction of integers as adding the ad ...
... Relationships exist between positive and negative integers. Applying number properties can simplify expressions. Absolute value is a number’s distance from zero. Understand additive inverse and that opposite quantities combine to make zero. Understand subtraction of integers as adding the ad ...
chapter 2 (from IBO site) File
... _________ so are _____________. We say that the set of ______ is a _________ of rational numbers. Some __________ (e.g. 2 , 3 7 , sin 28, …} neither _______ or __________ and are therefore _________________. R – real numbers – these are any numbers that can be written on a number line. This include ...
... _________ so are _____________. We say that the set of ______ is a _________ of rational numbers. Some __________ (e.g. 2 , 3 7 , sin 28, …} neither _______ or __________ and are therefore _________________. R – real numbers – these are any numbers that can be written on a number line. This include ...
DAVID ESSNER EXAM IV 1984-85
... (a) C = PS (b) B = P + S (c) A = P/S (d) AB = PS (e) A + C = -P – S 25. If the integer N is initially assigned the value 1, and is then three successive times replaced by the square of one more than its value, then the resulting number is (a) 18 (b) 36 (c) 64 (d) 128 (e) 676 26. How many positive in ...
... (a) C = PS (b) B = P + S (c) A = P/S (d) AB = PS (e) A + C = -P – S 25. If the integer N is initially assigned the value 1, and is then three successive times replaced by the square of one more than its value, then the resulting number is (a) 18 (b) 36 (c) 64 (d) 128 (e) 676 26. How many positive in ...
Livingston County Schools - Livingston County School District
... special cases, and compare fractions by reasoning about their size. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. 3.NF. ...
... special cases, and compare fractions by reasoning about their size. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. 3.NF. ...
