Review Questions

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Chapter 20

Review Questions

This activity contains 4 questions.

Describe two ways to help students consider what it means to raise a number to a negative power. What are some teaching points to keep in mind when using each of these approaches?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

Reflect on how you learned to compute with integers. What are some of the things you recall? Why should models be used when learning operations with integers rather than simply giving students rules or procedural knowledge?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

Describe a realistic situation to represent each of these equations. Use a variety of contexts, such as debits and credits, temperature, speed, or football.

–7 + +12
+4 + –9
–3 – +7
–4 – –5
+6 – +11

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

List three numbers between 3 and 4. List three numbers between 4.5 and 4.6. List three numbers between 4.57 and 4.58. List three numbers between 4.572 and 4.573. Describe the reasoning you used to list the various sets of numbers. How might students react to these tasks? What is the mathematical idea you would want students to develop from a task such as this?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

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Review Questions

Describe two ways to help students consider what it means to raise a number to a negative power. What are some teaching points to keep in mind when using each of these approaches?

Reflect on how you learned to compute with integers. What are some of the things you recall? Why should models be used when learning operations with integers rather than simply giving students rules or procedural knowledge?

Describe a realistic situation to represent each of these equations. Use a variety of contexts, such as debits and credits, temperature, speed, or football. –7 + +12 +4 + –9 –3 – +7 –4 – –5 +6 – +11

Describe a realistic situation to represent each of these equations. Use a variety of contexts, such as debits and credits, temperature, speed, or football.

–7 + +12
+4 + –9
–3 – +7
–4 – –5
+6 – +11