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Math Exam 2 Solutions for Math 201 by Prof. S. Brick, Summer ’04, Exams of Elementary Mathematics

The solutions to exam 2 for math 201, a college-level mathematics course for elementary education students, taught by prof. S. Brick during the summer ’04 term. Various math topics including number lines, charged particle model, fractions, algebra, euclidean algorithm, and clock arithmetic.

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 501
Print your name:
Show all of your work. Explain your reasoning. NO CALCULATORS.
1. Use the number line to solve |4−x|= 6 for x. Show and explain your reasoning.
2. Use the charged particle model to explain the computation 5 −7. Show and explain all
the steps.
pf3
pf4
pf5

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Download Math Exam 2 Solutions for Math 201 by Prof. S. Brick, Summer ’04 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 501

Print your name:

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

  1. Use the number line to solve | 4 − x| = 6 for x. Show and explain your reasoning.
  2. Use the charged particle model to explain the computation 5 − 7. Show and explain all the steps.
  1. A student is working on fractions using the area model where a circle of diameter 1 inch represents one unit. The student asserts that thus a circle of diameter 12 inch must represent 12 unit. (The student is not expected to know how to find the area of a circle.) What would you say to the student? Why? Explain.
  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. Use the mail-time model to explain the computation (−2) · (18). Be clear and concise.
  2. You are substituting for a sick colleague. His notes say “the students in the big class get smaller pizza slices 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 say that? Explain.
  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. Use the area model to explain why there is a fraction between 35 and 45. Show all of the steps in your reasoning.