ANSWERS: 9
  • here are the problems that i dont know how to do for my daughter. please help 7. 80+10=90- 10+30=70- 70+10=90- 8. 60-20=20+ 50-40=10+ 70-20=10+
  • 7. 80+10=90-0 10+30=70-30 70+10=90-10 8. 60-20=20+20 50-40=10+0 70-20=10+40 Good luck
  • 80+10 = 90-x simplify 90= 90-x x = 0 =============================== 10+30= 70-x simplify 40 = 70-x subtract 40 from both sides 0 = 30-x add x to both sides x = 30 ================ repeat this process for the remainder of the problems 70+10 = 90 -x 80 = 90-x 0 = 10 -x x = 10 ============== 60-20 = 20 +x 40 = 20 + x let's do something different here, in order to avoid negatives subtract 20 from both sides 20= 0+x 20 = x ============ 50 -40 = 10 + x 10 = 10 + x subtract 10 from both sides 0 = x ======= 70 - 20 = 10 + x 50 = 10 + x 40 = x
  • You're just making each side equal the same amount. In number 8, 60 - 20 = 20 + ___ 60 - 20 = 40, so you have to make the other side (20 + __ ) equal 40, too. So, the answer to that one has to be 20, since 20 + 20 = 40. Maybe it would help to show her a smaller version of this type of problem first. Like, 8 - 3 = 2 + ___ Make sure your daughter sees the relationship of problems like 1 + 2 = 3 so 10 + 20 = 30.
  • Surely it is more useful that your child's teacher is aware that the child is unable to do the problems than for her to go in with a set of correct answers?
  • 80+10=90- has the structure: a+b=c-x The answer is: x=c-(a+b) 60-20=20+ has the structure: a-b=c+x The answer is: x=(a-b)-c Now just replace the values. For instance the first one: x=90-(80+10)=0 And the second one: x=(60-20)-20=20
  • Not sure how developed your child's numeracy skills are, but if you really want to simplify it for her, you might want to try the following... FYI, I am assuming here that she can skip count by tens, forward and backward: Tell her that the "equals sign" is like the middle of a balance scale. Both sides need to be the same so that everything is balanced. Discuss with her which side she knows for sure. (The one without the missing number - [addend or minuend]). Solve that one together. Use manipulatives, if that helps. Bundles of toothpicks in tens is easy to put together. Then tell her the other side also needs to be *that* number that you just figured out. Have her count up or down by tens, adding or taking out ten-bundles, depending on the question. However many you added or took out is the missing number in the equation.
  • *Double answer*
  • As I recall, one of the reasons they go to 10s in math (this is NOT algebra), is to make it easier for the kids to understand how "big numbers" relate to "small numbers". It CAN be a difficult concept, but if you drop the zeros off and she knows how to do that, then the concept of 10s and 100s, will be easier to deal with.

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