What model can you use to represent −30÷−6?(1 point)
Responses
(−5)+(−5)+(−5)+(−5)+(−5)+(−5)=6(−5)=−30
30−6−6−6−6−6=30−5(6)
−30−(−6)−(−6)−(−6)−(−6)−(−6)=−30−5(−6)=0
(−6)+(−6)+(−6)+(−6)+(−6)=5(−6)=−30
19 answers
(−5)+(−5)+(−5)+(−5)+(−5)+(−5)=6(−5)=−30
Is it this
The model that can be used to represent −30÷−6 is:
(−6)+(−6)+(−6)+(−6)+(−6)+(−6)=−30
The model that can be used to represent −30÷−6 is:
(−6)+(−6)+(−6)+(−6)+(−6)+(−6)=−30
No, the correct model that can be used to represent −30÷−6 is:
(−5)+(−5)+(−5)+(−5)+(−5)+(−5)=6(−5)=−30
(−5)+(−5)+(−5)+(−5)+(−5)+(−5)=6(−5)=−30
−245÷35
One model that can be used to represent −245÷35 is:
(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)=14(−35)=−245
(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)+(−35)=14(−35)=−245
What is the result of dividing −245÷35?
The result of dividing −245 by 35 is -7.
What is the result of the division modeled by −108−(−18)−(−18)−(−18)−(−18)−(−18)−(−18)=0
The result of the division modeled by −108−(−18)−(−18)−(−18)−(−18)−(−18)−(−18) is 0.
u sure right?
Apologies for the confusion. After re-evaluating the expression, it seems there was a mistake in my previous response.
The result of the division modeled by −108−(−18)−(−18)−(−18)−(−18)−(−18)−(−18) is -6, not 0.
The result of the division modeled by −108−(−18)−(−18)−(−18)−(−18)−(−18)−(−18) is -6, not 0.
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.
To connect the expression −17−(−3) to a two-color counter model, we can represent −17 by using 17 red counters (negative value) and (−3) by using 3 yellow counters (negative value).
To subtract −17−(−3), we start by taking away (-3) yellow counters from the model, which would mean removing three negative values. Any remaining counters in the model would represent the result.
If we remove three yellow counters (negative values) from the model, we would be left with 14 red counters (negative values) since 17 - 3 = 14.
From this model, we can see that there are 14 red counters, which corresponds to -14, not -17. Therefore, Elaine's answer of -14 is incorrect.
To subtract −17−(−3), we start by taking away (-3) yellow counters from the model, which would mean removing three negative values. Any remaining counters in the model would represent the result.
If we remove three yellow counters (negative values) from the model, we would be left with 14 red counters (negative values) since 17 - 3 = 14.
From this model, we can see that there are 14 red counters, which corresponds to -14, not -17. Therefore, Elaine's answer of -14 is incorrect.
Elaines answer is -14
Apologies for the confusion earlier. If Elaine's answer is -14, then her answer is correct. The two-color counter model can be used to confirm her answer.
In the model, we have 17 red counters representing -17, and we subtract (-3) counters, represented by yellow counters.
Removing (-3) yellow counters from the model means removing three negative values. After removing three yellow counters, we are left with 14 red counters, representing -14.
Therefore, the two-color counter model confirms Elaine's answer of -14 for the expression −17−(−3).
In the model, we have 17 red counters representing -17, and we subtract (-3) counters, represented by yellow counters.
Removing (-3) yellow counters from the model means removing three negative values. After removing three yellow counters, we are left with 14 red counters, representing -14.
Therefore, the two-color counter model confirms Elaine's answer of -14 for the expression −17−(−3).
Which word problem matches the model?
(1 point)
Responses
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?
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 made $75 mowing lawns and another $30 pulling weeds during the month of May. How much money did he
The model shows a number line starting at -105 the minus -75
(1 point)
Responses
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?
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 made $75 mowing lawns and another $30 pulling weeds during the month of May. How much money did he
The model shows a number line starting at -105 the minus -75
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?
Miguel has a negative balance in his bank account of $75. He deposited $30 into his account. What is his current balance?
Integers Unit Test
6 of 136 of 13 Items
Question
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 −5 on the number line, you must move 17 units in the positive direction to get to 12.
Starting at negative 5 on the number line, you must move 17 units in the positive direction to get to 12.
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 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 12 on the number line, you must move 5 units in the negative direction to get to 7.
6 of 136 of 13 Items
Question
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 −5 on the number line, you must move 17 units in the positive direction to get to 12.
Starting at negative 5 on the number line, you must move 17 units in the positive direction to get to 12.
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 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 12 on the number line, you must move 5 units in the negative direction to get to 7.
The correct response is:
Starting at negative 5 on the number line, you must move 17 units in the positive direction to get to 12.
Starting at negative 5 on the number line, you must move 17 units in the positive direction to get to 12.
9 answers