Susie is trying to calculate 7−(−3). She uses the subtraction algorithm and finds that the answer is 10. She is confused about why her answer is bigger than either of her original numbers since she is subtracting. How could a number-line model be connected to the expression 7−(−3) to help Susie understand why her answer of 10 is correct?(1 point)
A number-line model can help Susie understand why her answer of 10 is correct by visually representing the subtraction operation.
On the number line, Susie can start at the number 7 and count backwards by 3 units. When subtracting a negative number, it is equivalent to adding the absolute value of the negative number. In this case, Susie is subtracting -3, so it is the same as adding 3.
Starting at 7 on the number line, Susie can move 3 units to the right (in the positive direction) because she is adding 3. This will bring her to the number 10 on the number line.
So, using the number-line model, Susie can see that 7 - (-3) is equal to 10, which explains why her answer is bigger than either of her original numbers.
In a number-line model, the expression 7−(−3) can be visualized as starting at the number 7 and moving backwards (subtracting) by a distance of -3.
To begin, Susie would start at the number 7 on the number line. Since she is subtracting a negative number (−3), it is essentially like adding a positive number (3) to the starting point.
So, starting at 7, Susie would move three units in the positive direction on the number line. This would bring her to the number 10.
Therefore, when Susie subtracts the negative number (-3) from 7, the result is indeed 10. This demonstrates that even though she is subtracting, the negative sign in front of the number (-3) is effectively converted into a positive sign, resulting in a larger number.