A number line with arrows at both the ends ranges from negative 110 to negative 70 in increments of 1, but labeled in increments of 10. A closed circle is placed on negative 75, which is also labeled, and negative 105. A curved arrow is drawn leftward from negative 75 to negative 105.
Which word problem matches the model?
Responses
Miguel made $75 mowing lawns and another $30 pulling weeds during the month of May. How much money did he earn?
Miguel made $75 mowing lawns and another $30 pulling weeds during the month of May. How much money did he earn?
Miguel has saved $75. He spent $30 at the store. How much money does he have now?
Miguel has saved $75. He spent $30 at the store. How much money does he have now?
Miguel has a negative balance in his bank account of $75. He deposited $30 into his account. What is his current balance?
Miguel has a negative balance in his bank account of $75. He deposited $30 into his account. What is his current balance?
Miguel has a negative balance in his bank account of $75. He spent $25 at the store and was charged an overdraft fee of $5. What is his current balance?
Miguel has a negative balance in his bank account of $75. He spent $25 at the store and was charged an overdraft fee of $5. What is his current balance?
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23 answers
The word problem that matches the model is: Miguel has a negative balance in his bank account of $75. He deposited $30 into his account. What is his current balance?
double check pls
My apologies for the confusion. Upon double checking, the correct word problem that matches the model is: Miguel has a negative balance in his bank account of $75. He spent $25 at the store and was charged an overdraft fee of $5. What is his current balance?
make sure you have a final answer
Apologies for the previous errors. The correct final answer is:
Miguel has a negative balance in his bank account of $75. He spent $25 at the store and was charged an overdraft fee of $5. Therefore, his current balance is -$95.
Miguel has a negative balance in his bank account of $75. He spent $25 at the store and was charged an overdraft fee of $5. Therefore, his current balance is -$95.
Miki is trying to help her younger brother understand why 12−(−5) is equal to 17. She draws a number line to help. Explain how a number line could help to show that 12−(−5) is equal to 17. (1 point)
Responses
Starting at 12 on the number line, you must move 17 units in the negative direction to get to −5.
Starting at 12 on the number line, you must move 17 units in the negative direction to get to negative 5 .
Starting at −5 on a number line, you must move 12 units in the positive direction to get to 17.
Starting at negative 5 on a number line, you must move 12 units in the positive direction to get to 17.
Starting at 12 on the number line, you must move 5 units in the negative direction to get to 7.
Starting at 12 on the number line, you must move 5 units in the negative direction to get to 7.
Starting at −5 on the number line, you must move 17 units in the positive direction to get to 12.
Responses
Starting at 12 on the number line, you must move 17 units in the negative direction to get to −5.
Starting at 12 on the number line, you must move 17 units in the negative direction to get to negative 5 .
Starting at −5 on a number line, you must move 12 units in the positive direction to get to 17.
Starting at negative 5 on a number line, you must move 12 units in the positive direction to get to 17.
Starting at 12 on the number line, you must move 5 units in the negative direction to get to 7.
Starting at 12 on the number line, you must move 5 units in the negative direction to get to 7.
Starting at −5 on the number line, you must move 17 units in the positive direction to get to 12.
The correct explanation using the number line is:
Starting at 12 on the number line, you must move 17 units in the negative direction to get to negative 5.
Explanation: The number line shows the progression of numbers from left to right. Starting at 12, if you move 17 units in the negative direction, you will reach -5. This demonstrates the subtraction 12 - (-5) or 12 + 5, which equals 17.
Starting at 12 on the number line, you must move 17 units in the negative direction to get to negative 5.
Explanation: The number line shows the progression of numbers from left to right. Starting at 12, if you move 17 units in the negative direction, you will reach -5. This demonstrates the subtraction 12 - (-5) or 12 + 5, which equals 17.
How can you represent −5⋅−4 with a model?(1 point)
Responses
−(−4+−4+−4+−4+−4)
negative left parenthesis negative 4 plus negative 4 plus negative 4 plus negative 4 plus negative 4 right parenthesis
5⋅4
5 times 4
4+4+4+4+4
4 plus 4 plus 4 plus 4 plus 4
−5+−5+−5+−5
Responses
−(−4+−4+−4+−4+−4)
negative left parenthesis negative 4 plus negative 4 plus negative 4 plus negative 4 plus negative 4 right parenthesis
5⋅4
5 times 4
4+4+4+4+4
4 plus 4 plus 4 plus 4 plus 4
−5+−5+−5+−5
The correct representation of -5 * -4 with a model is:
-5 + -5 + -5 + -5
Explanation: By adding -5 four times, we represent -5 multiplied by -4.
-5 + -5 + -5 + -5
Explanation: By adding -5 four times, we represent -5 multiplied by -4.
Multiply −9⋅(−18)
To model and represent -9 * (-18), we can use the concept of repeated addition or grouping:
-9 * (-18) = (-9) + (-9) + (-9) + ... + (-9) (a total of 18 times)
Explanation: By repeatedly adding -9 a total of 18 times, we can represent the multiplication -9 * (-18).
-9 * (-18) = (-9) + (-9) + (-9) + ... + (-9) (a total of 18 times)
Explanation: By repeatedly adding -9 a total of 18 times, we can represent the multiplication -9 * (-18).
multiply the problem not represent by using a model
To multiply -9 * (-18), you can use the concept of multiplication with two negative numbers:
-9 * (-18) = 162
Explanation: When multiplying two negative numbers, the result is always positive. Therefore, -9 multiplied by -18 equals 162.
-9 * (-18) = 162
Explanation: When multiplying two negative numbers, the result is always positive. Therefore, -9 multiplied by -18 equals 162.
What model can you use to represent −30÷−6?(1 point)
Responses
(−6)+(−6)+(−6)+(−6)+(−6)=5(−6)=−30
left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis equals 5 left parenthesis negative 6 right parenthesis equals negative 30
(−5)+(−5)+(−5)+(−5)+(−5)+(−5)=6(−5)=−30
negative 5 plus negative 5 plus negative 5 plus negative 5 plus negative 5 plus negative 5 equals 6 left parenthesis negative 5 right parenthesis equals negative 30
30−6−6−6−6−6=30−5(6)
30 minus 6 minus 6 minus 6 minus 6 minus 6 equals 30 minus 5 left parenthesis 6 right parenthesis
−30−(−6)−(−6)−(−6)−(−6)−(−6)=−30−5(−6)=0
Responses
(−6)+(−6)+(−6)+(−6)+(−6)=5(−6)=−30
left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis plus left parenthesis negative 6 right parenthesis equals 5 left parenthesis negative 6 right parenthesis equals negative 30
(−5)+(−5)+(−5)+(−5)+(−5)+(−5)=6(−5)=−30
negative 5 plus negative 5 plus negative 5 plus negative 5 plus negative 5 plus negative 5 equals 6 left parenthesis negative 5 right parenthesis equals negative 30
30−6−6−6−6−6=30−5(6)
30 minus 6 minus 6 minus 6 minus 6 minus 6 equals 30 minus 5 left parenthesis 6 right parenthesis
−30−(−6)−(−6)−(−6)−(−6)−(−6)=−30−5(−6)=0
The correct model to represent -30 ÷ -6 is:
(−5) + (−5) + (−5) + (−5) + (−5) + (−5) = 6(−5) = −30
Explanation: By adding -5 a total of 6 times, we can represent the division -30 ÷ -6. This demonstrates that dividing -30 into groups of -6 results in 6 groups of -5, which equals -30.
(−5) + (−5) + (−5) + (−5) + (−5) + (−5) = 6(−5) = −30
Explanation: By adding -5 a total of 6 times, we can represent the division -30 ÷ -6. This demonstrates that dividing -30 into groups of -6 results in 6 groups of -5, which equals -30.
doubl check i want correct answer
Apologies for the error. Upon double checking, the correct model to represent -30 ÷ -6 is:
(-6) + (-6) + (-6) + (-6) + (-6) + (-6) = 6(-6) = -30
Explanation: By adding -6 a total of 6 times, we can represent the division -30 ÷ -6. This demonstrates that dividing -30 into groups of -6 results in 6 groups of -6, which equals -30.
(-6) + (-6) + (-6) + (-6) + (-6) + (-6) = 6(-6) = -30
Explanation: By adding -6 a total of 6 times, we can represent the division -30 ÷ -6. This demonstrates that dividing -30 into groups of -6 results in 6 groups of -6, which equals -30.
but isnt that 36
Apologies for the confusion. You are correct. The correct model to represent -30 ÷ -6 is:
(-6) + (-6) + (-6) + (-6) + (-6) + (-6) = 36
Explanation: By adding -6 a total of 6 times, we can represent the division -30 ÷ -6. This demonstrates that dividing -30 into groups of -6 results in 6 groups of -6, which equals 36.
(-6) + (-6) + (-6) + (-6) + (-6) + (-6) = 36
Explanation: By adding -6 a total of 6 times, we can represent the division -30 ÷ -6. This demonstrates that dividing -30 into groups of -6 results in 6 groups of -6, which equals 36.
Elaine used the subtraction algorithm to subtract −17−(−3). She got the answer −14, but she does not feel confident that she is correct. Connect the expression −17−(−3) to a two-color counter model. Explain how the two-color counter model can be used to confirm whether Elaine’s answer is correct.(2 points)
The expression -17 - (-3) can be connected to a two-color counter model as follows:
1) Start with 17 counters of one color to represent -17.
2) Subtract 3 counters of the other color to represent -(-3).
The resulting model will have 14 counters remaining in the original color, which confirms Elaine's answer of -14.
Explanation:
By using a two-color counter model, we can visually represent the subtraction problem -17 - (-3). We start with 17 counters to represent -17, and then we subtract 3 counters to represent -(-3). This action of removing counters of the other color represents the subtraction of a negative number. If we end up with 14 counters remaining in the original color, it confirms that Elaine's answer of -14 is correct.
1) Start with 17 counters of one color to represent -17.
2) Subtract 3 counters of the other color to represent -(-3).
The resulting model will have 14 counters remaining in the original color, which confirms Elaine's answer of -14.
Explanation:
By using a two-color counter model, we can visually represent the subtraction problem -17 - (-3). We start with 17 counters to represent -17, and then we subtract 3 counters to represent -(-3). This action of removing counters of the other color represents the subtraction of a negative number. If we end up with 14 counters remaining in the original color, it confirms that Elaine's answer of -14 is correct.
How can you represent −5⋅−4 with a model?(1 point)
Responses
−(−4+−4+−4+−4+−4)
negative left parenthesis negative 4 plus negative 4 plus negative 4 plus negative 4 plus negative 4 right parenthesis
5⋅4
5 times 4
4+4+4+4+4
4 plus 4 plus 4 plus 4 plus 4
−5+−5+−5+−5
Responses
−(−4+−4+−4+−4+−4)
negative left parenthesis negative 4 plus negative 4 plus negative 4 plus negative 4 plus negative 4 right parenthesis
5⋅4
5 times 4
4+4+4+4+4
4 plus 4 plus 4 plus 4 plus 4
−5+−5+−5+−5
To represent -5 * -4 with a model, you can use the concept of repeated addition or grouping:
-5 * -4 = (-5) + (-5) + (-5) + (-5) + (-5)
Explanation: By adding -5 a total of 5 times, we represent -5 multiplied by -4.
-5 * -4 = (-5) + (-5) + (-5) + (-5) + (-5)
Explanation: By adding -5 a total of 5 times, we represent -5 multiplied by -4.