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Prof. Brick's Math for Elem Ed I Exam 2, Summer '04: Solutions and Explanations, Exams of Elementary Mathematics

The solutions and explanations for prof. Brick's math for elem ed i exam 2 held during the summer of 2004. Various math problems, including using the car number line model, strip model, mental math, charged particle model, and area model. Students are expected to explain their reasoning and show all work without using calculators.

Typology: Exams

2012/2013

Uploaded on 03/31/2013

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Prof. S. Brick Math for Elem Ed I; Exam 2 Math 201
Summer ’04 section 101
Print your name:
Show all of your work. Explain your reasoning. NO CALCULATORS.
1. Use the car number line model to explain the computation 3 × −35
2. Suppose Mary makes only 4
5of Mark’s salary for the same type of work. Mary gets
a raise that is equal to 1
5of her salary. Are things then equitable ? Why or why not ?
Explain.
pf3
pf4
pf5

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Download Prof. Brick's Math for Elem Ed I Exam 2, Summer '04: Solutions and Explanations and more Exams Elementary Mathematics in PDF only on Docsity!

Prof. S. Brick Math for Elem Ed I; Exam 2 Math 201

Summer ’04 section 101

Print your name:

Show all of your work. Explain your reasoning. NO CALCULATORS.

  1. Use the car number line model to explain the computation 3 × − 35
  2. Suppose Mary makes only 45 of Mark’s salary for the same type of work. Mary gets a raise that is equal to 15 of her salary. Are things then equitable? Why or why not? Explain.
  1. Use the strip model to explain the computation 23 − 14. Show and explain all the steps.
  2. Explain the mental math and mathematical reasoning involved in ordering the fractions 1 3 ,^

19 60 ,^

25 74 from smallest to largest (without doing any decimal calculations).

  1. Determine any and all conditions on the numbers n and m that yield the equation: |n + m| = |n| + |m|. Explain your reasoning in a concise and clear fashion.
  2. You are substituting for a sick colleague. His notes say “.. .cakes of equal size.. .” and “.. .the students in the big class get smaller slices of cake than the students in the small class. This shows the mathematical.. .” but the rest is smudged. What is the likely mathematical result that the notes were explaining? Why do you think that?
  1. Doing clock arithmetic with an 11 hour clock, express 9 ÷ 5 as a missing factor multi- plication problem. Then find any and all solutions. Show all of your work.
  2. A rectangular plot of land is 1 12 miles wide by 2 12 miles long. Find its area algebraically and verify the result with an appropriate sketch. Your sketch should clearly show the computation and, in a geometric sense, even explain the result.