Problem Solving Chapter 1 Section 1 1 Problem

Problem Solving Chapter 1

Section 1. 1 Problem 3/ Page 12 For each of the following collections of small objects, draw a simple picture and write a brief description for how to organize the objects in a way that corresponds to the way we use the decimal system to write the number for that many objects. a) 47 beads b) 328 toothpicks c) 1000 toothpicks

Problem 7/ Page 12 Explain why the bagged and loose toothpicks in the figure bellow are not organized in a way that fits with the structure of the decimal system. Describe how to alter the appearance of these bagged and loose toothpicks so that the same total number of toothpicks are organized in a way that is compatible with the decimal system.

Section 1. 2 Problem 1/Page 25 Suppose you are teaching fourth graders about decimals and how the structure of the decimal system remains the same to the left and the right of the decimal point. You have bundles of toothpicks like the ones shown in the figure bellow and you want to use these bundled toothpicks to represent a decimal. List at least three decimals that you could use these bundles to represent and explain your answer in each case.

Problem 7/ Page 26 Draw a number line on which the long tick marks are whole numbers and on which 7. 028 can be plotted (in its approximate location). Show to zoom in on smaller and smaller portions of the number line until you have zoomed in to a portion on the number line in which the long tick marks are thousandths and so that 7. 028 can be plotted.

Problem 12/Page 26 Using the examples -1, -2, and -1. 68, describe in your own words where negative numbers are located on the number line based on the location of 0 and 1.

Section 1. 4 Problem 2/ Page 38 Round 27, 003 to the nearest hundred. Explain in your own words why you round the number the way you do. Use a number line to support your explanation.