6. Fifth grader Lindsey was solving -4--9=?. Her friend Ashley solved the problem -4 + 9 instead because she assumed something about- -9. How could Lindsey directly model -4 - -9 without starting as Ashley did? First, identify what rule Ashley used. Then, show how Lindsey could model the problem with a number line and colored chips. Be sure to label which chips are positive and negative.

6. Fifth grader Lindsey was solving -4--9=?. Her friend Ashley solved the problem -4 + 9 instead because she assumed something about- -9. How could Lindsey directly model -4 - -9 without starting as Ashley did? First, identify what rule Ashley used. Then, show how Lindsey could model the problem with a number line and colored chips. Be sure to label which chips are positive and negative.

Name: Pleaseeee help 6. Fifth grader Lindsey was solving -4--9=?. Her friend
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Description: Pleaseeee help 6. Fifth grader Lindsey was solving -4--9=?. Her friend Ashley solved the problem -4 + 9 instead because sheassumed something about- -9. How could Lindsey directly model -4 - -9 without starting as Ashley did?First, identify what rule

PREALGEBRA

15th Edition

ISBN:9781938168994

Author:OpenStax

Publisher:OpenStax

Chapter2: The Language Of Algebra

Section2.5: Prime Factorization And The Least Common Multiple

Problem 313E: Grocery shopping Hot dogs are sold in packages of ten, but hot dog buns come in packs of eight. What...

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