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Yanka [14]
3 years ago
13

Round this number to the nearest HUNDREDS place 1 point 5,230

Mathematics
2 answers:
marusya05 [52]3 years ago
6 0

Answer:

5,200

Step-by-step explanation:

polet [3.4K]3 years ago
4 0

Answer:

5,000

Step-by-step explanation:  Think back to your elementary days: how did you learn to round numbers? Chances are, your teacher taught the class how to round up or down from the number 5. In other words, if the last number is below five, you might round it down, and if it’s above, it gets rounded up.  

In fact, there are a whole plethora of rounding rhymes that can easily be found on the internet. Complete a quick Google search, and you might find something like, “5 and above, give it a shove! 4 and below, let it go!”. While these sayings might seem like a great solution to help kids quickly learn to solve problems, how do children know what place value they are rounding to?  

kids with scores

Before the current Common Core or individual state standards were established, mathematics was often taught by encouraging students to memorize facts and learn tricks to complete problems. Rounding is no exception, as many educators have encouraged kids to use rhymes like those described above. Needless to say, it doesn’t teach a child the underlying concept itself.  

Below we’ll explore exactly why teaching math tricks don’t work, even if it helps students to arrive at a correct answer. Then, keep reading to discover 7 of the best ways to teach rounding numbers.  

Why Getting Answers Correct is Not Enough

As mentioned above, teaching kids tricks or “hacks” to complete math problems can sometimes be helpful, it doesn’t help your child understand the mathematical concept behind the skill. For kids, teaching them to think about the number 5 and round up or down can help them arrive at the right answer, but they aren’t thinking about place value when they use the trick. So, if children are completing a rounding activity, they don’t know if they should round to the nearest ten or hundred. In fact, they might not know why they’re rounding up or down at all!  

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6 0
3 years ago
Given the function f(x)=2x-1<br> Evaluate: <br>a) 2f(x) <br> b) f(2x)​
Dmitrij [34]

Answer:

a) 2f(x) = 4x - 2

b) f(2x) = 4x - 1

Explanation:

Given function:

  • f(x) = 2x - 1

a) 2f(x)

2f(x) = 2(2x - 1)

       = 4x - 2

b) f(2x)

f(2x) = 2(2x) - 1

       = 4x - 1

3 0
1 year ago
(Translate each sentence into a formula)
Brilliant_brown [7]

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4 0
3 years ago
a city that has an elevation of 15 meters is closer to sea level than a city with an elevation of -10 true or false? explain you
12345 [234]

Answer:

False

Step-by-step explanation:

At sea level, elevation is 0. This means that we can portray sea level as being the midpoint of distances below sea level and distances above sea level.

Thus, a distance of 1 m below sea level = - 1 is equivalent to a distance of 1 m above sea level albeit in opposite directions.

Hence, an elevation of 15m above sea level is greater in distance Than an elevation of - 10 m below sea level because the absolute value of 15 is greater than the absolute value of 10.

|15 - 0|= 15

|-10 - 0| = 10

Hence, elevation of - 10 below Sea level is closer to sea level than elevation of 15 above sea level

5 0
3 years ago
a recipe calls for a total of 3 2/3 cups of flour and sugar. it the recipe calls for 1/4 cup of sugar, how much flour is needed?
zavuch27 [327]

Answer:

This is very detailed as I wish to make some principles about fractions clear.

3

5

12

Explanation:

This question boils down to  

3

2

3

−

1

4

A fractions structure is that of:

count

size indicator of what you are counting

→

numerator

denominator

You can not directly add or subtract the counts (numerators) unless the size indicators (denominators) are the same.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Consider  

3

2

3

Write as  

3

+

2

3

Multiply by 1 and you do not change the value. However, 1 comes in many forms so you can change the way something looks without changing its true value

[

3

×

1

]

+

2

3

[

3

×

3

3

]

+

2

3

 

9

3

   

+

2

3

 

=

 

11

3

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Putting it all together

3

2

3

−

1

4

 

→

 

11

3

−

1

4

But the size indicators are not the same. I chose to make them become 12

11

3

−

1

4

 

→

 

[

11

3

×

1

]

−

[

1

4

×

1

]

               

→

 

[

11

3

×

4

4

]

−

[

1

4

×

3

3

]

               

→

     

44

12

     

−

 

3

12

Now we may subtract the counts

               

→

 

44

−

3

12

 

=

 

41

12

But this is the same as  

12

12

+

12

12

+

12

12

+

5

12

                         

=

 

1

2

+

2

1

2

+

2

1

2

+

5

12

 

=

 

3

5

12


Step-by-step explanation:


5 0
3 years ago
Read 2 more answers
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