1) Use the chip model and the number line model to perform and demonstrate the following:...

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1) Use the chip model and the number line model to perform and demonstrate the following: (draw pictures to represent your work) Sarah has 4 pieces of candy and her brother, Joe, eats two of them. How many pieces of candy does Sarah have now? 2) Perform the following using the chip model. a) Demonstrate that 4+ (-2)=4-2. Also, what property does this show? b) Perform the following using the chip model 4-(-2). b) Perform the following using the chip model 4-(-2). Demonstrate how the chip model for this problem supports movement on the number line. -10-9-8-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 3)a) Use the Chip Model to demonstrate the following multiplication: (3)(-2) = b) Devise a Number Line model for (3)(-2)= -10 -9 8 -7 -6 -5 -4 -3 2-1 0 1 2 3 How does the Chip Model support this? and H 4 5 6 7 8 9 10 3) Use the Chip Model to demonstrate the following multiplication (-3)(-2)= b) Us part (a) to help demonstrate movement along the number line for (-3)(-2) ←||||||||||||||| -10 9 8 7 6 5 4 3 -2 -1 01 23 4 H> 5 6 7 8 9 10 1) Use the chip model and the number line model to perform and demonstrate the following: (draw pictures to represent your work) Sarah has 4 pieces of candy and her brother, Joe, eats two of them. How many pieces of candy does Sarah have now? 2) Perform the following using the chip model. a) Demonstrate that 4+ (-2)=4-2. Also, what property does this show? b) Perform the following using the chip model 4-(-2). b) Perform the following using the chip model 4-(-2). Demonstrate how the chip model for this problem supports movement on the number line. -10-9-8-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 3)a) Use the Chip Model to demonstrate the following multiplication: (3)(-2) = b) Devise a Number Line model for (3)(-2)= -10 -9 8 -7 -6 -5 -4 -3 2-1 0 1 2 3 How does the Chip Model support this? and H 4 5 6 7 8 9 10 3) Use the Chip Model to demonstrate the following multiplication (-3)(-2)= b) Us part (a) to help demonstrate movement along the number line for (-3)(-2) ←||||||||||||||| -10 9 8 7 6 5 4 3 -2 -1 01 23 4 H> 5 6 7 8 9 10