Give an example of an addition problem in which you would and would not group the addends differently to add

1 answer:

8 0

Changing the grouping of the addends should not change the sum, according to the associative property of addition. You might group them differently with (50 + 3) + 47, so that you have 50 + (3 + 47). You might not regroup them with (16 + 4) + 5 rather than 16 + (4 + 5).

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Why is any number to the zero power equal 1 example for kids?

professor190 [17]

Think of the power series ^2, ^3 etc as defining the characteristics of the line on a graph that the power function draws.

The awful reality is that the logical answer is buried in the axioms of set theory. So instead of having to teach kids axioms and derivations, just draw the lines on a graph as i described.

^0 = a line with zero slope, ^1 = a straight line with a slope of 1, ^2 = an exponential line... etc...

For kids, relating the power series to the shapes of lines on a graph will also help them later on when they learn about functions etc (like y = mx + c). Being able to associate the different powers with actual shapes on a graph will also help them to visualize relationships in physics, should they take that path. It's not the real truth, but a nice correlation with it's own merits.

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Look at the attached picture⤴

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